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Full text of "Boston College bulletin"

BOSTON 

COLLEGE 



2012-2013 




EVER TO EXCEL 



Boston College 
Chestnut Hill 
Massachusetts 02467 
617-552-8000 

Boston College Bulletin 2012-2013 

School of Theology and Ministry 

Volume LXXXV, Number 28, June 2012 

The Boston College Bulletin contains current information regarding the University calendar, 
admissions, degree requirements, fees, regulations, and course offerings. It is not intended to be and 
should not be relied upon as a statement of the University's contractual undertakings. 

Boston College reserves the right in its sole judgment to make changes of any nature in its pro- 
gram, calendar, or academic schedule whenever it is deemed necessary or desirable, including changes 
in course content, the rescheduling of classes with or without extending the academic term, cancelling 
of scheduled classes and other academic activities, and requiring or affording alternatives for scheduled 
classes or other academic activities, in any such case giving such notice thereof as is reasonably practicable 
under the circumstances. 

Founded by the Society of Jesus in 1863, Boston College is dedicated to intellectual excellence and 
to its Jesuit, Catholic heritage. Boston College recognizes the essential contribution a diverse community 
of students, faculty and staff makes to the advancement of its goals and ideals in an atmosphere of respect 
for one another and for the University's mission and heritage. Accordingly, Boston College commits itself 
to maintaining a welcoming environment for all people and extends its welcome in particular to those 
who may be vulnerable to discrimination on the basis of their race, color, national origin, sex, religion, dis- 
ability, age, marital or parental status, sexual orientation, military status, or other legally protected status. 

Boston College rejects and condemns all forms of harassment, wrongful discrimination and disre- 
spect. It has developed procedures to respond to incidents of harassment whatever the basis or circum- 
stance. Moreover, it is the policy of Boston College, while reserving its lawful rights where appropriate to 
take actions designed to promote the Jesuit, Catholic principles that sustain its mission and heritage, to 
comply with all state and federal laws prohibiting discrimination in employment and in its educational 
programs on the basis of a person's race, color, national origin, sex, religion, disability, age, marital or 
parental status, genetic information or family medical history, or military status, and to comply with state 
law prohibiting discrimination on the basis of a person's sexual orientation. 

To this end, Boston College has designated its Executive Director for Institutional Diversity to coor- 
dinate its efforts to comply with and carry out its responsibilities to prevent discrimination in accordance 
with state and federal laws, including Title VI, Title IX, Section 504 and the ADA. Any applicant for 
admission or employment, and all students, faculty members and employees, are welcome to raise any 
questions regarding this notice with the Executive Director for Institutional Diversity: Boston College 
Office for Institutional Diversity (OID), 140 Commonwealth Avenue, Chestnut Hill, MA 02467, 
Phone: 617-552-2323, Email: diversity@bc.edu. 

The Executive Director for Institutional Diversity oversees the efforts of the following additional 
Title IX coordinators: (i) Student Affairs Title IX Coordinator (for student sexual harassment com- 
plaints), 260 Maloney Hall, Chestnut Hill, MA 02467, reachable at 617-552-3482 or (odair@bc.edu); 
(ii) University Harassment Counselor, reachable via OID (see above contact information); and (iii) 
Athletics Title IX Coordinator, the Senior Women's Administrator, 310 Conte Forum, Chestnut Hill, 
MA 02467, reachable at 617-552-4801 or (jody.mooradian@bc.edu). 

In addition, any person who believes that an act of unlawful discrimination has occurred at Boston 
College may raise this issue with the Assistant Secretary for Civil Rights of the United States Department 
of Education. 



Copyright 2012 Trustees of Boston College 



Table of Contents 



About Boston College 

Introduction 3 

The University 3 

The Mission of Boston College 3 

Brief History of Boston College 3 

Accreditation of the University 4 

The Campus 4 

Academic Resources 5 

Art and Performance 5 

Campus Technology Resource Center (CTRC) 5 

The Help Center (2-HELP) 5 

Language Laboratory 5 

The Libraries 5 

Media Technology Services 7 

University Research Institutes and Centers 7 

Student Life Resources 11 

Disability Services Office 12 

Annual Notification of Rights 13 

Confidentiality of Student Records 14 

Consumer Notices and Disclosures (HEOA) 14 

Financial Aid 15 

Notice of Non-Discrimination 16 

Off-Campus Housing 16 

Tuition and Fees 16 

Massachusetts Medical Insurance 17 

National Student Clearinghouse 18 

Boston College Graduate Degree Programs 18 

Policies and Procedures 

Academic Integrity 21 

Academic Regulations 22 

School of Theology and Ministry 

Admissions and Financial Aid 30 

Graduate Programs 32 

Faculty 40 

Administration 52-55 

Academic Calendar 2012-2013 56 

Directory and Office Locations 57-58 

Campus Maps 59 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



Introduction 

The University 

From its beginnings in 1863 as a small Jesuit college fot boys 
in Boston's South End, Boston College has grown into a national 
institution of higher learning that is regularly listed among the top 40 
universities in the nation in ratings compiled by publications such as 
Barron's and U.S. News and World Report. 

The University, now located in the Boston suburb of Chestnut 
Hill, Massachusetts, enrolls 9,088 full-time undergraduates and 4,818 
graduate students, hailing from all 50 states and more than 80 foreign 
countries. Boston College offers its diverse student body state-of-the-art 
facilities for learning: a full range of computer services including online 
access to databases in business, economics, social sciences, and law, and 
a library system with over 2.7 million books, periodicals, and govern- 
ment documents, and more than 4 million microform units. 

Boston College awards bachelor's and graduate degrees in more 
than 50 subjects and interdisciplinary areas within the College of Arts 
and Sciences, as well as undergraduate and graduate degrees from three 
professional schools: the Carroll School of Management, founded in 
1938; the Connell School of Nursing, founded in 1947; and the Lynch 
School of Education, founded in 1952, which is now known as the 
Carolyn A. and Peter S. Lynch School of Education. Boston College 
also awards master's and doctoral degrees from the Graduate School of 
Social Work, and the Juris Doctor and the Master of Laws from Boston 
College Law School, which is consistently ranked among the top 30 law 
schools in the United States. 

The Boston College School of Theology and Ministry was formed 
on June 1, 2008, when the former Weston Jesuit School of Theology 
and the Institute of Religious Education and Pastoral Ministry joined to 
offer a full array of ministerial and theological courses and degrees. Both 
a graduate divinity school and an ecclesiastical faculty of theology regu- 
lated by the Apostolic Constitution Sapientia Christiana (1979), the 
school offers both master's and doctoral degrees, civil and ecclesiastical 
degrees, and a wide variety of continuing education offerings, including 
online programs through Church in the 21st Century (C21 Online). 

The Mission of Boston College 

Strengthened by more than a century and a quarter of dedication 
to academic excellence, Boston College commits itself to the highest 
standards of teaching and research in undergraduate, graduate, and 
professional programs and to the pursuit of a just society through 
its own accomplishments, the work of its faculty and staff, and the 
achievements of its graduates. It seeks both to advance its place among 
the nation's finest universities and to bring to the company of its distin- 
guished peers and to contemporary society the richness of the Catholic 
intellectual ideal of a mutually illuminating relationship between reli- 
gious faith and free intellectual inquiry. 

Boston College draws inspiration for its academic and societal 
mission from its distinctive religious tradition. As a Catholic and Jesuit 
university, it is rooted in a world view that encounters God in all cre- 
ation and through all human activity, especially in the search for truth 
in every discipline, in the desire to learn, and in the call to live justly 
together. In this spirit, the University regards the contribution of differ- 
ent religious traditions and value systems as essential to the fullness of 



its intellectual life and to the continuous development of its distinctive 
intellectual heritage. Boston College pursues this distinctive mission by 
serving society in three ways: 

• by fostering the rigorous intellectual development and the 
religious, ethical, and personal formation of its undergraduate, 
graduate, and professional students in order to prepare them for 
citizenship, service, and leadership in a global society; 

• by producing significant national and international research that 
advances insight and understanding, thereby both enriching cul- 
ture and addressing important societal needs; 

• and by committing itself to advance the dialogue between reli- 
gious belief and other formative elements of culture through the 
intellectual inquiry, teaching and learning, and the community 
life that form the University. 

Boston College fulfills this mission with a deep concern for all 
members of its community, with a recognition of the important con- 
tribution a diverse student body, faculty, and staff can offer, with a firm 
commitment to academic freedom, and with a determination to exer- 
cise careful stewardship of its resources in pursuit of its academic goals. 

Brief History of Boston College 

Boston College was founded by the Society of Jesus in 1863, 
and is one of 28 Jesuit colleges and universities in the United States. 
With three teachers and 22 students, the school opened its doors on 
September 5, 1864. At the outset and for more than seven decades of its 
first century, the College remained an exclusively liberal arts institution 
with emphasis on the Greek and Latin classics, English and modern 
languages, and with more attention to philosophy than to the physical 
or social sciences. Religion, of course, had its place in the classroom as 
well as in the nonacademic life of the College. 

Originally located on Harrison Avenue in the South End of 
Boston, where it shared quarters with the Boston College High School, 
the College outgrew its urban setting toward the end of its first 50 
years. A new location was selected in Chestnut Hill, then almost rural, 
and four parcels of land were acquired in 1907. A design competition 
for the development of the campus was won by the firm of Maginnis 
and Walsh, and ground was broken on June 19, 1909, for the construc- 
tion of Gasson Hall. It is located on the site of the Lawrence farmhouse, 
in the center of the original tract of land purchased by Father Gasson 
and is built largely of stone taken from the surrounding property. 

Later purchases doubled the size of the property, with the addition 
of the upper campus in 1941, and the lower campus with the purchase 
of the Lawrence Basin and adjoining land in 1949. In 1974, Boston 
College acquired Newton College of the Sacred Heart, a mile-and-a- 
half from the main campus. With 1 5 buildings standing on 40 acres, 
it is now the site of the Boston College Law School and dormitories 
housing over 800 students, primarily freshmen. 

Though incorporated as a University since its beginning, it was 
not until its second half-century that Boston College began to fill 
out the dimensions of its University charter. The Summer Session 
was inaugurated in 1924; the Graduate School of Arts and Sciences 
in 1925; the Law School in 1929; the Evening College in 1929; 
the Graduate School of Social Work in 1936; and the College of 
Business Administration in 1938. The latter, along with its Graduate 
School established in 1957, is now known as the Carroll School of 
Management. The Schools of Nursing and Education were founded 
in 1947 and 1952, respectively, and are now known as the Connell 
School of Nursing and the Carolyn A. and Peter S. Lynch School of 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



Education. The Weston Observatory, founded in 1928, was accepted 
as a Department of Boston College in 1947, offering courses in geo- 
physics and geology. In 2002, the Evening College was renamed the 
Woods College of Advancing Studies, offering the master's as well as 
the bachelor's degree. 

The Graduate School of Arts and Sciences began programs at the 
doctoral level in 1952. Now courses leading to the doctorate are offered 
by 12 Arts and Sciences departments. The Schools of Education and 
Nursing, the Carroll School of Management, Graduate Programs, and 
the Graduate School of Social Work also offer doctoral programs. 

In 1927, Boston College conferred one earned bachelor's degree 
and fifteen master's degrees to women through the Extension Division, 
the precursor of the Graduate School of Arts and Sciences, the Evening 
College, and the Summer Session. By 1970, all undergraduate pro- 
grams had become coeducational. Today, female students comprise 
more than half of the University's enrollment. 

In July 1996, the University's longest presidency, 24 years, came 
to an end when Rev. J. Donald Monan, S.J., became chancellor and 
was succeeded in the presidency by Rev. William P. Leahy, S.J. During 
the decade of the nineties, the University completed several major con- 
struction projects, including the expansion and renovation of Higgins 
Hall, the updating of residence halls on the upper campus and Newton 
campus, and the construction of a new office building for faculty and 
administration on lower campus. These projects provided on-campus 
housing for more than 80% of the University's undergraduates. 

Since 1996, the University's endowment has grown from $590 
million to approximately $1.5 billion, with the "Ever to Excel" cam- 
paign raising more than $440 million in gifts from approximately 
90,000 donors. 

In September 2002, Rev. William P. Leahy, S.J., initiated "The 
Church in the 2 1 st Century" to examine critical issues confronting the 
Catholic Church. A milestone in the history of the University took 
place on June 29, 2004, when Boston College acquired 43 acres of land 
and five buildings in Brighton previously owned by the Archdiocese of 
Boston. The following November, the University also purchased 78.5 
acres of land in Dover from the Dominican Fathers to serve as a retreat 
and conference center. In August 2007, the University purchased an 
additional 18 acres of Brighton land from the Archdiocese, including 
several administrative and academic buildings. On December 5, 2007, 
Boston College unveiled its 10-year, $1.6 billion expansion plan, 
including a recreation complex, residences for undergraduates, a fine 
arts district, and new athletic facilities. 

In the fall of 2008, BC's new School of Theology and Ministry 
opened its doors on the Brighton campus. In 1939 Weston College had 
been designated as a constituent college of BC, but in 1974 changed 
its name to the Weston Jesuit School of Theology. In June 2008 it 
re-affiliated with BC, and joined the Institute of Religious Education 
and Pastoral Ministry and C21 Online to form the new Boston College 
School of Theology and Ministry. In June 2009, after a series of public 
hearings, the City of Boston gave its approval to BC's expansion plan 
for the Lower and Brighton campuses. In late August 2011, after 15 
months of extensive renovations, Gasson Hall, the University's first 
building on the Heights, reopened for classes. Work on nearby Stokes 
Hall, the 186,000 square foot academic building on Middle Campus, 
is scheduled to finish in the fall of 2012, with classes beginning in 
spring of 2013. 



Accreditation of the University 

Boston College is accredited by the Commission on Institutions 
of Higher Education (CIHE) of the New England Association of 
School and Colleges (NEASC) and has been accredited by NEASC 
since 1935. 

CIHE is recognized by the U.S. Secretary of Education as a reli- 
able authority on the quality of education and adheres to the standards 
of the Council for Higher Education Accreditation. As part of CIHE's 
guidelines, member institutions of NEASC undergo a peer review pro- 
cess every ten years which involves the preparation of a comprehensive 
self-study. Boston College's next full review for accreditation will occur 
in 2017. 

For information regarding the accreditation process please refer- 
ence: http://cihe.neasc.org or the New England Association of School 
and Colleges, 209 Burlington Road, Suite 201, Bedford, MA 01730- 
1433. Inquiries regarding BC's accreditation may be directed to the 
Office of the Provost and Dean of Faculties, Boston College, 270 
Hammond Street, Chestnut Hill, MA 02467 (617-552-3260). For 
a paper copy of this information, please contact the Boston College 
Office of Institutional Research at 617-552-3111 or oir@bc.edu. The 
mailing address is Boston College, IRPA, St. Clement's Hall, 140 
Commonwealth Avenue, Chestnut Hill, MA 02467. 

In addition to NEASC, a variety of schools and programs at BC 
are affiliated with discipline-based accrediting agencies such as: Connell 
School of Nursing: American Association of Colleges of Nursing; 
Carroll School of Management: Association to Advance Collegiate 
Schools of Business; Law School: American Bar Association; Graduate 
School of Social Work: Council on Social Work Education; School 
of Theology and Ministry: The Association of Theological Schools; 
School of Arts and Sciences, Chemistry Department: American 
Chemical Society; Lynch School of Education, Teacher Education, 
Special Education, and Curriculum and Instruction programs: Teacher 
Education Accreditation Council; Doctoral Program in Counseling 
Psychology: American Psychological Association. 

The Campus 

Located between Boston and Newton, Boston College benefits 
from its proximity to one of America's greatest cities and its setting in a 
quiet residential suburb. Often cited as a model of university planning, 
the Main Campus is located in idyllic Chestnut Hill, just six miles from 
the heart of culturally rich Boston. 

The 120-acre Chestnut Hill campus comprises three levels: the 
Upper Campus, which contains undergraduate residence halls; the 
Middle Campus, which contains classrooms, laboratories, adminis- 
trative offices, and student facilities; and the Lower Campus, which 
includes Robsham Theater, Conte Forum, and student residences as 
well as dining, recreational, and parking facilities. 

The Newton Campus is situated one and one-half miles from the 
Chestnut Hill campus on a 40-acre site that includes Boston College 
Law School, as well as undergraduate dormitories, athletic fields, and 
student service facilities. 

The Brighton Campus, recently acquired from the Archdiocese of 
Boston, is located across Commonwealth Avenue from the Chestnut 
Hill Campus on a 65-acre site that will include administrative offices, 
an arts district, an athletics complex, and residence halls. 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



Academic Resources 

Art and Performance 

Boston College is home to a rich mix of cultural organizations, 
including musical performance groups, dance troupes, and theatre pro- 
ductions, ranging from classical to contemporary. Among the musical 
groups, students find a gospel choir, a pep band, a cappella groups, and 
jazz ensembles. The McMullen Museum of Art regularly mounts criti- 
cally acclaimed exhibitions, including past surveys of work by Edvard 
Munch and Caravaggio. The Theatre Department presents six dramatic 
and musical productions each year while student organizations produce 
dozens of other projects. The annual Arts Festival is a 3-day celebra- 
tion of the hundreds of Boston College faculty, students, and alumni 
involved in the arts. 

Campus Technology Resource Center (CTRC) 

The CTRC, located on the second floor of the O'Neill Library 
(room 250), is a resource for campus technology support and services. 
The CTRC provides a productive environment for the creative use 
of technology to enhance the academic experience. They offer a wide 
range of services to the Boston College community including email, 
printing, scanning, video editing, and music technology stations. Users 
also have access to Windows and Macintosh computers for various 
standard and specialized software applications for word processing, 
spreadsheets, statistical analysis, programming, graphics production, 
database management, and faculty sponsored applications. The Walk- 
in Help Desk (located in O'Neill 248) provides troubleshooting servic- 
es for personal computers, including software configuration, network 
connectivity, virus protection and removal, and password assistance. 
To learn more, visit www.bc.edu/ctrc. 

The Help Center (2-HELP) 

The Help Center provides technical support via telephone (617- 
552-HELP), email (help.center@bc.edu), and internet (www.bc.edu/ 
help) to the BC community 24 hours a day, seven days a week. 

The Hardware Repair Center 

The Hardware Repair Center is located in O'Neill 208 and 
provides warranty and non-warranty repair of Apple, Dell, HP and 
Lenovo computers. For hours, rates and contact information please 
visit: http://www.bc.edu/content/bc/offices/help/essentials/software/ 
hw-repair.html. 

Language Laboratory 

The Boston College Language Laboratory serves the language 
learning and teaching needs of all of the University's language and 
literature departments, non-native speakers of English and the BC com- 
munity at large from its center in Lyons Hall, room 313. By provid- 
ing access to installed and portable equipment to be used with audio, 
video, cable television and multimedia learning tools, the Lab pursues 
its mission to promote and facilitate the acquisition and enhancement 
of language skills and cultural competence. In addition to its listening/ 
recording stations and teacher console, the facility includes: Mac and 
PC workstations, wireless laptops, laser printers, a materials develop- 
ment workstation, TV/video/DVD viewing rooms and media carrels, a 
CD listening station, and portable audio and video equipment. 

The Language Laboratory boasts an extensive catalog of resources 
in more than 1 7 languages and in multiple formats (analog and digital 
audio, videocassette, DVD, cable television programming, computer/ 
multimedia software, print materials — including monolingual and 



bilingual dictionaries, as well as language textbooks and activity manu- 
als for elementary through advanced language courses). Designed to 
assist users in the acquisition and maintenance of aural comprehension, 
oral and written proficiency, and cultural awareness, these resources 
directly support and/or supplement curriculum requirements in world 
language, culture, music, and literature. 

The Language Lab also supports the course planning and classroom 
teaching needs of language and literature faculty by encouraging recom- 
mendations for new acquisitions, assisting in the preparation of course 
materials, and serving as a multimedia classroom for the facilitation of 
curricular programming, including student participation in online lan- 
guage and intercultural learning exchanges with global partners. 

Boston College community members who wish to use the 
Language Laboratory facility and its collection will find the staff avail- 
able during the day, in the evening, and on weekends to assist them in 
the operation of equipment and in the selection of appropriate materials 
for their course-related or personal language needs. For more informa- 
tion about the Language Laboratory, call 617-552-8473 or visit www. 
bc.edu/schools/cas/language. 

The Libraries 

The Boston College Libraries offer a wealth of resources and ser- 
vices in support of the teaching and research activities of the University. 
The book collection numbers more than 2.1 million volumes and 
over 37,000 print and electronic serials. In addition to O'Neill, the 
Boston College Libraries comprise the Bapst Art Library, the Burns 
Library (rare books and special collections), the Educational Resource 
Center, the Law School Library, the O'Connor Library (at the Weston 
Observatory), the Social Work Library, and the Theology and Ministry 
Library. Available in the Libraries are workstations with productivity 
software, scanners, networked printers, as well as group study rooms. 
Digital Library Services 

The Boston College Libraries provide online access to a wide 
range of articles in journals, magazines and newspapers, as well as 
e-books, government documents, images, streaming video and audio, 
and other digital content. These resources, as well as detailed informa- 
tion about physical books and other items in the Libraries, are acces- 
sible via a central online discovery system as well as more than 500 
subject-specific databases. 

Books, DVDs, and other items checked out from the Libraries can 
be renewed online. Items not available at BC can be requested online 
from other libraries via interlibrary loan and WorldCat Local. 

The Libraries also provide more than 240 online research guides, 
including guides for broad and narrow subjects and specific Boston 
College courses. Library staff supplement in-person instruction, refer- 
ence, and consultation services with expert help via e-mail, text, 24/7 
chat, and online tutorials. 

The Boston College Libraries website is at http://bc.edu/libraries. 
Digital Institutional Repository 

The eScholarship@BC digital repository is a central online system 
maintained by the Boston College University Libraries. The goal is to 
showcase and preserve Boston College's scholarly output and to maxi- 
mize research visibility and influence. eScholarship@BC encourages 
community contributors to archive and disseminate scholarly work, 
peer-reviewed publications, books, chapters, conference proceedings, 
and small data sets in an online open access environment. 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



eScholarship@BC archives and makes digitally available the under- 
graduate honors theses and doctoral dissertations written by students at 
Boston College. 

As part of its eScholarship services, the Libraries host several open 
access journals. Library staff members provide set-up, initial design and 
technical support to the journal staff. For access and more information 
about eScholarship@BC, visit www.bc.edu/escholarship. 
United States Government Publications 

Boston College Libraries is a member of the Federal Depository 
Library Program. O'Neill Library receives selective government docu- 
ments in electronic format, and maintains a legacy print collection. 
These materials are available to the general public as well as to Boston 
College students, faculty, and staff. Researchers can locate government 
documents in the online discovery system, and through a number of 
databases such as ProQuest Congressional and Hein Online. 

Questions about the availability of government publications 
should be directed to the Government Documents librarian or the 
Reference staff at O'Neill Library. 
Media Center 

The Media Center on the second floor of the O'Neill Library 
houses the Library's main collection of DVDs, videocassettes, compact 
discs, audiocassettes, and LPs. Media materials can be located via the 
online discovery system. The Media Center has individual viewing sta- 
tions, a preview room for small groups viewing, a classroom that may 
be reserved by faculty for classes using Media materials, digital video 
cameras, and a scanning station. 
Interlibrary Loan 

An Interlibrary Loan service is offered to students, faculty, admin- 
istrators, and staff to obtain research materials not owned by the Boston 
College Libraries. Books, journal articles, microfilm, and theses and 
government documents may be borrowed from other libraries across 
the nation. Some materials arrive within a day or two and electronic 
titles are delivered directly to the user's desktop. Requests are made by 
using forms in the online discovery system and the Find It option that 
appears in many online databases. 
Boston Library Consortium 

The Boston Library Consortium (BLC) is a group of area libraries 
which includes Boston College, Brandeis University, Boston University, 
Massachusetts Institute of Technology, Northeastern University, Tufts 
University, the University of Massachusetts system, the University of 
New Hampshire, Wellesley College, and Williams College, as well as 
the State Library of Massachusetts and the Marine Biological Laboratory 
at Woods Hole. Boston College offers direct self-service borrowing 
and delivery from the BLC libraries by using WorldCat Local, one 
of the databases available to the BC community. With a Consortium 
borrower's card, faculty and students may visit a BLC library and check- 
out directly from the member library. In order to receive a BLC card, 
ask at the O'Neill Circulation Desk for more information about the 
Consortium services. 
Association of Research Libraries (ARL) 

ARL is a nonprofit organization of 124 research libraries at com- 
prehensive, research-extensive institutions in the U.S. and Canada that 
share similar research missions, aspirations, and achievements. It is an 
important and distinctive association because of its membership and 
the nature of the institutions represented. ARL member libraries make 



up a large portion of the academic and research library marketplace, 
spending more than $1 billion every year on library materials. Boston 
College was invited to become a member of ARL in 2000. 

The Libraries of Boston College include: 

Bapst Art Library, a beautiful collegiate Gothic building that 
served as the main library for over 60 years, has been restored to its 
original splendor and houses the resources for library research in art, 
architecture, art history, and photography. A gallery which displays 
student artwork is located off the lobby, while the Graduate Study 
and Research Space is located in the mezzanine of the Kresge Reading 
Room. Gargan Hall, with its magnificent stained glass windows, pro- 
vides for quiet study 24 hours a day, five days a week when classes are 
in session. For more information, visit www.bc.edu/bapst. 

John J. Burns Library of Rare Books and Special Collections: The 
University's special collections, including the University's Archives, are 
housed in the Honorable John J. Burns Library, located in the Bapst 
Library Building, north entrance. These distinguished and varied col- 
lections speak eloquently of the University's commitment to the pres- 
ervation and dissemination of human knowledge. The Burns Library 
is home to more than 250,000 volumes, some 16 million manuscripts, 
and important collections of architectural records, maps, art works, 
photographs, films, prints, artifacts, and ephemera. Though its collec- 
tions cover virtually the entire spectrum of human knowledge, the Burns 
Library has achieved international recognition in several specific areas of 
research, most notably: Irish studies; British Catholic authors; Jesuitana; 
Fine Print; Catholic liturgy and life in America, 1925-1975; Boston 
history; the Caribbean, especially Jamaica; Nursing; and Congressional 
archives. It has also won acclaim for significant holdings on American 
detective fiction, Thomas Merton, Japanese prints, Colonial and early 
Republic Protestantism, banking, and urban studies, anchored by the 
papers of Jane Jacobs. To learn more about specific holdings in Burns, 
please see www.bc.edu/burns. Burns sponsors an active exhibit and lec- 
ture series program. Burns is also actively digitizing many of its holdings, 
and these collections can be viewed at: www.bc.edu/libraries/collections/ 
collinfo/digi talcollections.html. 

The University Archives are the official non-current papers and 
records of an institution that are retained permanently for their legal, 
fiscal, or historical values. The University Archives, a department within 
the John J. Burns Library, contains: the office records and documents 
of the various University offices, academic and other; copies of all 
University publications, including student publications; movie footage 
of Boston College football; some audiovisual materials; and tape record- 
ings of the University Lecture Series and other significant events. A 
significant collection of photographs documents the pictorial history of 
Boston College. Alumni, faculty, and Jesuit records are also preserved. 
In addition, the University Archives is the repository for the records of 
Newton College of the Sacred Heart (1946-1975) and the documents 
of the Jesuit Community of Boston College (1863-). 

The Educational Resource Center, a state-of-the-art-center, serves 
the specialized resource needs of the Lynch School of Education students 
and faculty. The collections include children's books, fiction and non- 
fiction, curriculum and instructional materials in all formats, educational 
and psychological tests, educational software intended for elementary 
and secondary school instruction, and educational technology. In addi- 
tion, the ERC has an interactive technology room designed to assist 
students in integrating computers and other technology in the K— 12 
classroom as well as to practice lesson plans and presentations. These 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



materials are unique to the needs of the Lynch School of Education 
and do not duplicate materials found in the O'Neill Library. For more 
information, visit www.bc.edu/erc. 

Located on the Newton Campus, the Law School Library has a 
collection of approximately 468,000 volumes and volume equivalents 
of legal and related materials in a variety of media. The collection 
includes primary source materials consisting of reports of judicial deci- 
sions and statutory materials as well as a broad collection of secondary 
research materials in the form of textbooks and treatises, legal and relat- 
ed periodicals, legal encyclopedias, and related reference works. Most 
law-related licensed databases, with the exception of LexisNexis and 
Westlaw, are open for the entire university's use and may be accessed 
remotely. The Library possesses substantial and growing collections of 
international and comparative law works. The Daniel R. Coquillette 
Rare Book Room holds the Law Library's special collections and fea- 
tures an ongoing series of exhibits. For more information, visit www.be. 
edu/lawlibrary. 

The Catherine B. O'Connor Geophysics Library: Located at 
Weston Observatory, this library contains a specialized collection of 
earth sciences monographs, periodicals, and maps, particularly in the 
areas of seismology, geology, and geophysics. For more information, 
visit www.bc.edu/libraries/collections/weston.html. 

The Thomas P. O'Neill, Jr., Library is named for the former 
Speaker of the U.S. House of Representatives, Thomas P. "Tip" O'Neill, 
Jr., class of 1936. The O'Neill Library is the central research library of 
the University and is located on the Main Campus in Chestnut Hill. 
Collections include approximately 2.1 million volumes on a broad 
range of subjects reflecting the University's extensive curriculum and 
research initiatives. For more information visit, www.bc.edu/libraries/ 
collections/oneill.html. 

The Connors Family Learning Center (CFLC), located on the 
second floor of O'Neill Library in the Eileen M. and John M. Connors, 
Jr., Learning Center, is a comprehensive, inclusive resource serving all 
of the University's students and faculty. The mission of the Center is 
to enhance teaching and learning across the University. One of the 
CFLC's three professional staff members assists students with learning 
disabilities, helping to ensure their academic success at Boston College. 
The Center offers free peer tutoring as well as sponsors seminars, 
workshops, and discussions for faculty and graduate teaching fellows 
on strategies for successful teaching and learning. 

The Social Work Library, located in McGuinn Hall, offers the 
full range of library services and resources needed to support students 
of the Graduate School of Social Work. The collection also serves the 
departments of Psychology, Political Science, Sociology, Nursing, and 
related disciplines. Services are provided on-site by two librarians and 
two staff members. Many services can be accessed remotely through the 
Social Work Library website. For more information, visit www.bc.edu/ 
libraries/collections/socialwork.html. 

The Theology and Ministry Library (TML) is the newest Boston 
College library. Serving the research, teaching, learning, and pastoral 
formation needs of the School of Theology and Ministry and Saint 
John's Seminary, the library's collections are centered in biblical stud- 
ies, Catholic theology, history, canon law, and Jesuitana. The TML 
is a member library of the Boston Theological Institute Libraries and 
Resources Network whose libraries' combined collections number 
nearly a million and a half volumes in theology and related disciplines. 



In addition, because of its close relationship to the highly respect- 
ed New Testament Abstracts which are edited and published at Boston 
College, the library is a depository of virtually all significant interna- 
tional publications in New Testament and related fields. For more 
information visit www.bc.edu/libraries/collections/theology.html. 

Media Technology Services 

Media Technology Services, a division of Information Technology 
Services, provides a full range of media and technology services to the 
entire University. MTS can assist members of the Boston College com- 
munity who are using technology in the areas of teaching and learning, 
research projects, conference planning, and event support. 

A wide array of equipment and multimedia display devices are 
available, and MTS can provide training and support for faculty who 
teach in classrooms that are equipped with the latest in multimedia 
technology. Services such as digital photography and media, video and 
audio production, CD and DVD production and duplication, and 
graphic design are also available. Faculty who wish to reach their stu- 
dents outside of the classroom can take advantage of the BC Cable TV 
system by airing original or rental films and videos. Media Technology 
Services is located in Campion Hall, Room 36. For more information, 
call 617-552-4500 or visit www.bc.edu/offices/mts/home.html. 

Divisions within MTS include: 

Classroom Support Services 

Graphic Services 

Photography Services 

Audio Services 

Video Services 

Cable Television Services 

Film and Video Rentals 

Newton Campus Support Services 

Project Management and Technical Support Services 

University Research Institutes and 
Centers 

Research is an important part of the intellectual life at Boston 
College. Faculty members, graduate students, and undergraduates 
collaborate in a range of research strategies across the disciplines and 
professional schools including laboratory studies, quantitative and 
qualitative research, archival and textual research, theory development, 
and field and basic research. In addition to the work of individual 
faculty and units, Boston College supports the collaborative work of 
faculty and students across the University through the following centers 
and institutes: 

Boisi Center for Religion and American Public Life 

Through its many campus events, seminars, publications, and visit- 
ing fellows program, the Boisi Center creates opportunities for scholars, 
policy makers, and media and religious leaders to connect in conversa- 
tion and scholarly reflection around issues at the intersection of religion 
and American public life. The Center does not seek to advance any ide- 
ological or theological agenda, whether conservative or liberal. Rather, 
it operates on the conviction that rigorous conversation about religion 
and public life can clarify the moral consequences of public policies in 
ways that help to maintain the common good while respecting America's 
increasing religious diversity. For more information, visit www.bc.edu/ 
boisi. 



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About Boston College 



Center for Christian-Jewish Learning 

The Center for Christian-Jewish Learning is devoted to the multi- 
faceted development and implementation of new relationships between 
Christians and Jews that are based not merely on toleration, but on 
full respect and mutual enrichment. This defining purpose flows from 
the mission of Boston College and responds to the vision expressed in 
Roman Catholic documents ever since the Second Vatican Council. 

The building of new, positive relationships between Jews 
and Christians requires sustained collaborative academic research. 
Therefore, under the Center's auspices, scholars and thinkers repre- 
senting diverse Jewish and Christian perspectives engage in intense and 
ongoing study of all aspects of our related, yet distinct, traditions of 
faith and culture. 

The Center is thus dedicated to conducting educational research 
and to offering programs, both in the University and the wider com- 
munity, in which Christians and Jews explore their traditions together. 
For more information, visit www.bc.edu/cjlearning. 

Center for Corporate Citizenship 

The Boston College Center for Corporate Citizenship has a mem- 
bership base of 400 global companies who are committed to leveraging 
their social, economic, and human resources to ensure business success 
and a more just and sustainable world. The Center, which is a part of 
the Carroll School of Management, achieves results through the power 
of research, education, and member engagement. The Center offers 
publications including an electronic newsletter, research reports, and a 
weekly media monitor; professional development programs; and events 
that include an annual conference, roundtables, and regional meetings. 
Contact the Center for Corporate Citizenship at 617-552-4545, www. 
bccorporatecitizenship.org, or ccc@bc.edu. 

Center for East Europe, Russia, and Asia 

The Center's programs encourage faculty and students to par- 
ticipate in interdepartmental endeavors on both the graduate and 
undergraduate levels. Participating faculty come from the Fine Arts, 
History, Philosophy, Political Science, Slavic and Eastern Languages 
and Literatures, and Theology departments, and offer over 80 academic 
courses connected with the study of the culture, history, and political 
life of East Europe, Russia, the Balkans, and Central Asia. 

Information is available from the Directors, Cynthia Simmons 
(Slavic and Eastern Languages and Literatures, Lyons Hall, Room 210) 
and Roberta Manning (History, Maloney Hall, Room 417). 

Center for Human Rights and International Justice 

The Center for Human Rights and International Justice, a col- 
laborative effort of faculty from various departments and schools at 
Boston College, addresses the increasingly interdisciplinary needs of 
human rights work. Through multidisciplinary training programs, 
applied research, and the interaction of scholars with practitioners, the 
Center aims to nurture a new generation of scholars and practitioners 
who draw upon the strengths of many disciplines, and the wisdom of 
rigorous ethical training in the attainment of human rights and inter- 
national justice. For more information, visit www.bc.edu/humanrights. 

Center for Ignatian Spirituality 

The Center for Ignatian Spirituality at Boston College offers 
members of the university — and faculty and staff in particular — oppor- 
tunities to learn about and experience more deeply the spirituality of 
Ignatius Loyola, the founder of the Society of Jesus. This spirituality 
is at the heart of the Jesuit mission of Boston College. The Center 



sponsors talks on campus, and offers retreats, seminars, and reflection 
opportunities for groups as well as individual spiritual direction. For 
more information, visit us at Rahner House, 96 College Road, or call 
617-552-1777 or visit www.bc.edu/centers/cis. 

Center for International Higher Education 

Established in 1995 and housed in the Lynch School of Education, 
the Center for International Higher Education (CIHE) is a research 
and service agency providing information, publications, and a sense 
of community to colleges and universities worldwide. Our focus is 
conducting research and disseminating knowledge on current issues in 
higher education worldwide. We are concerned with academic institu- 
tions in the Jesuit tradition, as well as with other universities. There is a 
special concern with the needs of academic institutions in the develop- 
ing countries of the Third World. 

Center activities include the publication of International Higher 
Education, a quarterly newsletter dealing with the central concerns of 
higher education in an international context; a book series on higher 
education; the maintenance of an international database of administra- 
tors, policy makers, and researchers in the field of higher education; 
and sponsorship of an international conference on higher education 
issues. Visiting scholars from Jesuit and other universities worldwide 
occasionally are in residence at the Center. CIHE works in conjunction 
with the Higher Education Program of the Lynch School. 

For more information on the Center for International Higher 
Education, visit www.bc.edu/cihe. 

Center for Optimized Student Support 

The mission of the Center for Optimized Student Support is to 
study the most effective ways to address the out-of-school factors impact- 
ing student learning and thriving in schools. The Center develops, tests, 
and disseminates innovative practices that address these out-of-school 
factors (social/emotional, health, and family) by optimizing student sup- 
port in schools. 

Center for Retirement Research 

The Center for Retirement Research at Boston College was estab- 
lished through a grant from the Social Security Administration in 1998. 
The goals of the Center are to promote research on retirement issues, 
to transmit new findings to the policy community and the public, to 
help train new scholars, and to broaden access to valuable data sources. 
The Center is the headquarters for researchers and experts in affili- 
ated institutions including MIT, Syracuse University, the Brookings 
Institution, the Urban Institute, and the American Enterprise Institute. 
The Center is structured around an interdisciplinary research team 
with backgrounds in actuarial science, demography, economics, eco- 
nomic history, finance, political science, sociology, and social work. 
This team possesses a breadth of knowledge on retirement issues that 
is virtually unmatched in the field. As the nation confronts the myriad 
issues surrounding how best to ensure adequate retirement income 
for an aging population, the Center's research experts explore trends 
in Social Security, private pensions, and other sources of retirement 
income and labor force issues involving older workers. The Center also 
employs undergraduate and graduate research assistants and sponsors 
competitive grant programs for junior faculty and graduate students. 

For more information on publications, events, and financial sup- 
port programs, call (617-552-1762), send an email (crr@bc.edu), or 
visit the Center's website (http://crr.bc.edu). 



8 



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About Boston College 



Center for Student Formation 

The Center for Student Formation engages students to explore 
the connection between their talents, dreams, and the world's deep 
needs. By incorporating faculty and staff into all areas of program- 
ming, the Center provides opportunities in which students may fully 
integrate their intellectual, social, and spiritual experiences. In addition 
to sponsoring events for faculty, staff, and students, the Center for 
Student Formation collaborates with University departments to serve 
as a resource for new program design and implementation. 

Center for the Study of Testing, Evaluation, and 
Educational Policy (CSTEEP) 

The Lynch School of Education houses the Center for the 
Study of Testing, Evaluation, and Educational Policy (CSTEEP), a 
University-supported research center internationally recognized for its 
work in the policy uses of tests. This research center is a rich resource 
for all programs in education and is especially known for its work 
with large-scale assessment surveys such as the National Assessment of 
Educational Progress and in the analyses of policies related to test-based 
educator accountability. 

Further information on CSTEEP is available on its website at 
www.bc.edu/research/csteep. 

Center on Wealth and Philanthropy 

The Center on Wealth and Philanthropy (CWP), formerly the 
Social Welfare Research Institute, studies spirituality, wealth, philan- 
thropy, and other aspects of cultural life in an age of affluence. The 
Center's mission is to create fresh and valid thinking about the spiritual 
foundations of wealth and philanthropy in order to create a wiser and 
more generous allocation of wealth. CWP is a recognized authority on 
the meaning and practice of care, on the patterns and trends in indi- 
vidual charitable giving, on philanthropy by the wealthy, and on the 
forthcoming $41 trillion wealth transfer. 

CWP has published research on the patterns, meanings, and 
motives of charitable giving; on survey methodology; on the formal 
and informal care in daily life; and on financial transfers to family and 
philanthropy by the wealthy. Other areas of research include the "new 
physics of philanthropy," which identifies the economic and social- 
psychological vectors inclining wealth holders toward philanthropy. 
Other initiatives include (1) educating fundraising and financial 
professionals in the use of a discernment methodology based on 
Ignatian principles for guiding wealth holders through a self-reflective 
process of decision making about their finances and philanthropy; (2) 
analyzing what key religious and philosophical thinkers understand 
and teach about wealth and charity; (3) estimating wealth transfer 
projections for states and metropolitan regions; and (4) analyzing the 
patterns of relative philanthropic generosity among cities, states, and 
regions in the U.S. Additionally, the Center had conducted the study 
titled "The Joys and Dilemmas of Wealth," which surveyed people 
worth $25 million or more and delved into the deeper meanings, 
opportunities, and hindrances facing wealth holders. The Center, 
known for its 2009 wealth transfer estimate of $41 trillion, has recently 
produced a completely revised Wealth Transfer model, indicating an 
even greater projection for wealth transfer than the 2009 study. Based 
on the new model, the Center has produced a wealth transfer reports 
for North Dakota and Rhode Island, and is now working on estimates 
for various Florida metro areas and counties as well as the Boston 
Metro Area. 



Over the past 20 years, CWP has received generous support from 
the T. B. Murphy Foundation Charitable Trust, the Bill and Melinda 
Gates Foundation, Wells Fargo, the W. K. Kellogg Foundation, the 
Lilly Endowment, Inc., the Boston Foundation, the John Templeton 
Foundation, the Wieler Family Foundation, Eaton Vance Investment 
Counsel, and Silver Bridge financial advisement. For more informa- 
tion, visit www.bc.edu/cwp. 

Center for Work & Family 

The Boston College Center for Work & Family (BCCWF) is a 
global leader in helping organizations create effective workplaces that 
support and develop healthy and productive employees. The Center, 
part of the Carroll School of Management, links the academic commu- 
nity to leaders in the working world dedicated to promoting workforce 
effectiveness. With nearly 100 leading employers as our corporate part- 
ners, BCCWF has the potential to affect the lives and work environ- 
ments of four million employees. As work-life issues continue to become 
more prominent in discussion, BCCWF is frequently called upon as an 
expert contributor to explore the myriad of challenges facing workplaces, 
families, and society. 

The Center's values are: 

• Bridging Research and Practice: We seek to advance the depth 
and quality of knowledge in the work-life field and serve as a 
bridge between academic research and organizational practice. 

• Transforming Organizations: We believe any work-life initiative 
is also an organizational change initiative. We help identify and 
develop organizational models to meet the needs of a contempo- 
rary workforce and provide expertise to assist in implementing 
these changes successfully. 

• Strengthening Society: We believe employers who recognize and 
manage the interdependence of work, family, and community 
build stronger organizations and a more vibrant society. 

The Center's initiatives fall into three broad categories: workplace 
partnerships, research, and education. 

• Workplace Partnerships: The Center is home to three highly 
successful employer partnerships: the Work and Family 
Roundtable, established in 1990, the New England Work and 
Family Association (NEWFA), established in 1992, and the 
Global Workforce Roundtable, established in 2006. 

• Research: The Center focuses attention on applied studies that 
contribute knowledge building, meet standards of rigorous 
research, and are meaningful and practical to practitioners. 
The Center's research focuses on how organizational leadership, 
culture, and human resource practices increase work force pro- 
ductivity and commitment while also improving the quality of 
employees' lives. Recent topics of focus include career manage- 
ment, workplace flexibility, fatherhood, and Millennial in the 
workplace. 

• Education: Consistent with the mission of Boston College, 

the Center is committed to academic excellence. Several courses 
are offered within the Boston College community as well as 
customized educational programs that can be presented within 
organizations. The publications produced by the Center are 
available as educational resources, including an Executive 
Briefing Series, which addresses strategic issues relevant to the 
current business climate. 
For more information, visit www.bc.edu/cwfor follow @BCCWF. 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



Institute of Medieval Philosophy and Theology 

The Institute is a center that unites the teaching and research 
efforts of the faculty members in the Philosophy and Theology depart- 
ments who specialize in Christian, Jewish, and Arabic medieval phi- 
losophy and theology. Doctoral degrees are awarded in the Philosophy 
or Theology departments, and students matriculate in one of these two 
departments. The focus of the Institute is on the relationship between 
medieval philosophy and theology and modern continental philosophy 
and theology. 

To foster this dialogue and encourage the scholarly retrieval of the 
great medieval intellectual world, the Institute offers graduate student 
fellowships and assistantships through the Philosophy and Theology 
Departments; sponsors speakers programs; runs a faculty-student semi- 
nar to investigate new areas of medieval philosophical and theological 
research; and has set up a research center to assist in the publication 
of monographs and articles in the diverse areas of medieval philosophy 
and theology to encourage the translations of medieval sources, and 
to stimulate editions of philosophical and theological texts. For more 
information, visit www.bc.edu/schools/cas/theology/graduate/special/ 
med-phil.html. 

Institute for Scientific Research 

Formed in 1954, The Institute for Scientific Research (ISR) is the 
largest sponsored research center at Boston College. It embodies the 
University's motto "Ever to Excel." It has been and continues to be at 
the forefront of world-class innovative research. 

Our highly skilled team of scientists, engineers, mathematicians, 
and research associates uses its expertise for theoretical and experimen- 
tal studies that include space physics, space chemistry, solar-terrestrial 
research, space weather, and seismic studies. 

Our current projects include heavenly explorations, such as 
observing the celestial sky to interpret the changes in infrared emissions 
in space, and earthbound pursuits, such as defining the effects of solar 
storms on space-based communication and navigation systems. 

Our researchers are fully dedicated to their work and have 
achieved numerous awards and high acclaim from our sponsors, who 
include the following: 

• Air Force Research Laboratory (AFRL) 

• Air Force Office of Scientific Research (AFOSR) 
Office of Naval Research (ONR) 

• National Science Foundation (NSF) 

• National Aeronautics and Space Administration (NASA) 

• Federal Aviation Administration (FAA) 

• Other sponsors and partners from industry and academia 

As an organized research institute at Boston College, ISR sup- 
ports the research mission of Boston College to conduct national and 
international significant research that advances insight and understand- 
ing, enriches culture, and addresses pressing social needs. Through our 
research and workshops, ISR also fosters the intellectual development 
of young scientists from around the world. For more information on 
our programs, visit www.bc.edu/isr. 

Institute for the Study and Promotion of Race and 
Culture (ISPRC) 

The ISPRC was founded in 2000, under the direction of Dr. 
Janet E. Helms, to promote the assets and address the societal conflicts 
associated with race or culture in theory and research, mental health 
practice, education, business, and society at large. 



The ISPRC solicits, designs, and disseminates effective interven- 
tions with a proactive, pragmatic focus. Each year the Institute addresses 
a racial or cultural issue that could benefit from a pragmatic scholarly 
focus through its Diversity Challenge conference. An annual Summer 
Workshop focuses on teaching applied skills to mental health profession- 
als, educators, and students in related fields. For more information, visit 
www.bc.edu/isprc. 

Irish Institute 

The Irish Institute is a division of the Center for Irish Programs 
at Boston College. The mission of the Institute is to promote the peace 
and normalization process on the island of Ireland and to contribute 
to social, political, and economic stability through cross-border and 
cross-community cooperation. Professional development programming 
by the Institute introduces Irish and Northern Irish participants to 
successful models of best practices in the U.S., as well as offering an 
opportunity for cultural exchange that promotes mutual understanding 
among the U.S., Ireland, and Northern Ireland. 

Since its founding in 1997, more than 1,000 decision-makers 
from all sectors, including government, business, education, environ- 
ment, policing, media, and nonprofits, have participated in over 100 
Irish Institute programs. Programs balance classroom seminars led 
by Boston College faculty with site visits to innovative and effective 
industry leaders in Massachusetts and across the United States. The 
Irish Institute is regarded as an honest broker by all parties on the island 
of Ireland, and its reputation for delivering quality programming in an 
inclusive environment attracts leaders from all communities and from 
across the political spectrum. 

The Irish Institute's 2012-2013 programming will address, 
among other issues, the relationship between the arts and business, 
cost-cutting policy making, disabilities and equal access, the marine 
economy, political leadership, social enterprise and unemployment, 
executive leadership, and global management strategy. 

The Institute receives annual funding from Boston College, the 
U.S. Congress through the U.S. Department of State, the Bureau of 
Cultural and Educational Affairs, as well as through external business 
partnerships. For more information, visit our website at www.bc.edu/ 
irishinstitute or contact Director, Dr. Robert Mauro at 617-552-4503. 

Jesuit Institute 

The Jesuit Institute was established in 1988 to contribute towards 
the response to the question of identity. The Institute, initially funded 
by the Jesuit Community at Boston College, is not an additional or 
separate academic program. Rather, it is a research institute that works 
in cooperation with existing schools, programs, and faculty primarily 
but not exclusively at Boston College. Within an atmosphere of com- 
plete academic freedom essential to a university, the Institute engages 
positively in the intellectual exchange that constitutes the University. 
Its overarching purpose is to foster research and collaborate interchange 
upon those issues that emerge at the intersection of faith and culture. 
Through its programs, the Institute does this in two ways: by support- 
ing the exploration of those religious and ethical questions raised by 
this intersection, and by supporting the presence of scholars committed 
to these questions. Visit www.bc.edu/centers/jesinst. 

Lonergan Center 

Studies related to the work of the Jesuit theologian and philoso- 
pher Bernard Lonergan, S.J., (1904-1984) are fostered and advanced 
in the Lonergan Center at Boston College. Inaugurated in 1986, 



10 



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About Boston College 



the Center houses a growing collection of Lonergan's published and 
unpublished writings as well as secondary materials and reference 
works. Boston College sponsors the annual Lonergan Workshop each 
June, providing resources, lectures, and workshops for the study of the 
thought of Bernard Lonergan, SJ. Scholarships and fellowships offered 
by the Lonergan Institute enable scholars from around the world to 
utilize the resources of the Center. For more information, visit www. 
bc.edu/lonergan. 

TIMSS & PIRLS International Study Center 

The TIMSS & PIRLS International Study Center, Lynch School 
of Education, is a global research enterprise that conducts assessments 
of student educational achievement in countries all around the world. 
Drs. Ina V.S. Mullis and Michael O. Martin, Executive Directors, 
provide the overall international direction of TIMSS (Trends in 
International Mathematics and Science Study) and PIRLS (Progress 
in International Reading Literacy Study). In 201 1, nearly 90 countries 
and 900,000 students participated in TIMSS and PIRLS. 

TIMSS assesses mathematics and science at 4th and 8th grades, 
as well as advanced mathematics and physics at 12th grade (TIMSS 
Advanced). PIRLS assesses reading comprehension at the fourth grade 
and has a less difficult version for developing countries (prePIRLS). 
The TIMSS & PIRLS International Study Center is funded by 
the International Association for the Evaluation of Educational 
Achievement (IEA), headquartered in The Netherlands. For more 
information, visit timss.bc.edu or pirls.bc.edu. 

Weston Observatory of the Department of Earth and 
Environmental Sciences 

The Weston Observatory of Earth and Environmental Sciences, 
formerly Weston College (1928-1949), is the seismology research 
division of the Department of Earth and Environmental Sciences at 
Boston College. It is a premier research institute and exceptional sci- 
ence education center. The Observatory's Boston College Educational 
Seismology Project uses seismology as a medium for inviting students 
into the world of science research by inquiry-based learning through 
investigations of earthquakes recorded by seismographs located in doz- 
ens of K— 12 classrooms. The Weston Observatory provides free guided 
or self-guided tours of its facilities to numerous private-, public-, char- 
ter-, and home-schooled students and teachers, community groups, 
and the general public. The Weston Observatory also hosts monthly 
evening science colloquiums for the public, and welcomes a limited 
number of local high school interns and BC students working on a 
variety of geophysical research projects to help the senior scientists for a 
unique educational opportunity. The Weston Observatory serves as the 
seismology information and data resource center to the Massachusetts 
Emergency Management Agency (MEMA), the media, first respond- 
ed, the general public, and other stakeholders. 

Weston Observatory was one of the first participating facilities 
in the Worldwide Standardized Seismograph Network and currently 
monitors earthquake activity in the northeast U.S., as well as distant 
earthquakes. The facilities at Weston Observatory offer students a 
unique opportunity to work on exciting projects with modern scien- 
tific research equipment in a number of different areas of seismology 
research. For more information, visit www.bc.edu/westonobservatory. 



Student Life Resources 

Athletics Department 

In keeping with its tradition as a Catholic and Jesuit university, 
rooted in a belief that seeks God in all things, especially in human 
activity, the Boston College Athletics Department offers a broad-based 
program of intercollegiate athletics, as well as intramural, recreation, 
and club sport opportunities. Through these activities, the Athletics 
Department provides an educational experience that promotes the 
development of the whole person intellectually, physically, socially, 
and spiritually. Through its offerings, the Athletics Department plays 
an integral part in the personal formation and development of students, 
preparing them for citizenship, service, and leadership. 

The University's pursuit of a just society is fostered through 
the Athletics Department's commitment to the highest standards of 
integrity, ethics, and honesty. The Athletics Department promotes the 
principles of sportsmanship, fair play, and fiscal responsibility in com- 
pliance with University, Conference, and NCAA policies. 

The Athletics Department supports and promotes the University's 
goal of a diverse student body, faculty, and staff. In this spirit, the 
Athletics Department supports equitable opportunities for all students 
and staff, including minorities and women. 

Career Center 

The Career Center at Boston College offers an exciting program 
of services and resources designed to help students build successful 
careers. Through the Career Center, graduate students may obtain 
advice and guidance regarding career goals, internships, and job search 
techniques. Students may also network with BC alumni through 
Linkedln accounts. Professional assistance and advice on navigating a 
comprehensive, educational Career Center website is available. 

Graduate career services for business students are available through 
the Career Strategies Office of the Carroll School of Management, 
Graduate Programs. Law students also have their own career services 
office on the Newton Campus. 

Office of Campus Ministry 

Boston College is built on the Roman Catholic faith tradition 
and the spirituality of the Society of Jesus. Campus ministers strive to 
serve the Boston College Catholic community, as well as support men 
and women of other faith traditions in their desire to deepen their 
relationship to God. 

The Office of Campus Ministry provides regular opportunities 
for the celebration of the Eucharist, the Sacrament of Reconciliation, 
Confirmation and other sacraments on campus. It fosters involve- 
ment in these celebrations through the liturgical arts program, music 
ministry groups, and the training of lectors and Eucharistic ministers. 
Reconciliation services are scheduled during Advent and Lent, while 
individual confessions are available before Masses or by appoint- 
ment Campus Ministry also supports Ecumenical and Multi-faith 
services throughout the year, such as the Interfaith Thanksgiving 
Service, the Martin Luther King Memorial Service, and the Service 
of Remembrance. 

The Office of Campus Ministry offers opportunities for students 
and others to participate in experiences designed to promote justice 
and charity. Service projects include the Appalachia Volunteer Program 
(Spring and Summer), Urban Immersion, 4Boston, Loyola Volunteers, 
and the Arrupe International Service/Immersion trips to Belize, 
Nicaragua, El Salvador, Guatemala, Jamaica (Winter and Summer) and 



The Boston College Graduate Catalog 2012-2013 



11 



About Boston College 



Cuernavaca, Puebla, Chiapas, Morelos in Mexico. Campus Ministry 
also connects graduating seniors with the Jesuit Volunteer Corps and 
other postgraduate volunteer programs. 

The Office of Campus Ministry provides pastoral counseling for 
anyone tested or confused by life's twists and turns and its ups and 
downs. It also offers spiritual guidance for students and others seeking 
to deepen their relationship to God through the Spiritual Exercises of 
St. Ignatius of Loyola. Further, Campus Ministry provides students 
with prayer group experiences (CURA) and religious retreats through- 
out the year, like Kairos, the Busy Student Retreat, and Manresa (the 
Silent Retreat) — all faithful to the Ignatian tradition. 

Office of Campus Ministry is located in McElroy 233, 617-552- 
3475. For more information visit www.bc.edu/ministry. 

Dining Services 

Graduate students may open an optional Eagle-One account, 
which allows them to use their BC Eagle ID to make purchases at a 
variety of food and retail locations both on and off campus. Optional 
accounts are convenient, pre-paid, declining balance accounts that are 
ideal for graduate and law students. Want to save money? Opening an 
optional Dining Bucks account saves you 10% on every purchase you 
make in a dining hall or outlet such as the Bean Counter or Hillside. 
Dining Bucks are also accepted in vending machines although with no 
discount. These accounts, which are fully refundable if you don't use 
them, may be opened online any time of the year through the Agora 
Portal. 

Disability Services Office 

Services for graduate students with hearing, visual, mobility, med- 
ical, psychiatric, and temporary disabilities are coordinated through 
the Assistant Dean for Students with Disabilities. Academic support 
services provided to students who provide appropriate documentation 
are individualized and may include, but are not limited to, sign lan- 
guage interpreters, CART services, electronic textbooks, extended time 
on exams, alternate testing locations, facilitation of program modifica- 
tion, course under-loads, readers, scribes, and note-takers. Additionally, 
parking permits are granted for temporarily disabled students. The 
Assistant Dean works with each student individually to determine the 
appropriate accommodations necessary for the student's full participa- 
tion in college programs and activities. For more information, contact 
Assistant Dean Paulette Durrett at 617-552-3470 or visit www.bc.edu/ 
disability. 

Services and accommodations for students with learning dis- 
abilities and Attention Deficit Hyperactivity Disorder are coordinated 
through the Connors Family Learning Center. The Center, located in 
O'Neill Library, provides academic support services and accommoda- 
tions to undergraduate and graduate students. The Center's services are 
extensive and vary depending upon the unique needs of the individual 
student. For more information, contact Dr. Kathy Duggan at 617-552- 
8093 or visit www.bc.edu/connors. 

Graduate Student Association 

The Graduate Student Association (GSA) of Boston College is a 
student-run organization that serves graduate students in the College of 
Arts and Sciences, the Lynch School of Education, the Connell School 
of Nursing, the Graduate School of Social Work, the Carroll School of 
Management, and the School of Theology and Ministry. Additionally, 
the GSA coordinates the functions and activities of the Graduate 
African American, Hispanic, Asian, and Native American Student 



Association (Grad AHANA), and the Graduate International Student 
Association (GISA). The GSA serves two primary purposes: providing 
programming to meet graduate students' needs, and providing advo- 
cacy within the greater Boston College community for issues of import 
to graduate students. Membership in the GSA is open to any graduate 
student in good standing in one of the constituent schools. The GSA 
is lead by an Executive Board consisting of a President, Vice-President, 
and Financial Director, and by a Senate consisting of one member each 
from the constitute schools, Grad AHANA, and GISA. The GSA is 
advised by the Office of Graduate Student Life. GSA offices are located 
in the Murray Graduate Student Center at 292 Hammond Street, 
across Beacon Street from Middle Campus. For more information, 
visit www.bc.edu/gsa. 

The Office of Graduate Student Life/John Courtney 
Murray, S.J. Graduate Student Center 

As part of the Division of Student Affairs, the mission of the 
Office of Graduate Student Life is to facilitate student learning and for- 
mation in their fullest sense (integrating intellectual, ethical, religious 
and spiritual, and emotional-social development) and to promote an 
inclusive community of engaged learners while advancing the Jesuit 
Catholic heritages and values of Boston College. To this end, the Office 
of Graduate Student Life provides outreach to graduate and profes- 
sional students through a variety of programs, services, and advocacy 
efforts. Working together with faculty, staff, and student organizations, 
the Office of Graduate Student Life provides both co-curricular and 
academic support to the graduate student community. 

The John Courtney Murray, S.J. Graduate Student Center is an 
essential component of the Office's mission, serving as a center of hos- 
pitality and community building. It provides a number of services and 
amenities, including a computer lab (printing, network, and wireless 
access), study areas, meeting space, dining and lounge areas, billiards, 
ping pong, and a free DVD lending library for all current graduate 
students. Spaces within the house can be reserved for events and group 
meetings. The Center is located at 292 Hammond Street (just across 
Beacon Street from McElroy). 

For more information about programs and services provided by 
the Office of Graduate Student Life, call 617-552-1855 or visit www. 
bc.edu/gsc. 

University Health Services 

The mission of University Health Services (UHS), is to enhance 
the physical and psychological well being of Boston College students by 
providing multifaceted health care services in the Jesuit tradition of cum 
personalis (care for the entire person). UHS provides a compassionate 
safe haven for those in crisis and improves student learning outcomes 
through modifying health related barriers to learning, enabling full 
participation in the college experience. The Department is located in 
Cushing Hall on the Main Campus and can be contacted by calling 
617-552-3225. 

The Outpatient Unit staff includes full-time primary care phy- 
sicians, nurse practitioners, and on-site specialty consultants. The 
24-hour Inpatient Unit provides care for students requiring observa- 
tion and frequent physician/nurse assessments. The staff also provides 
urgent outpatient nursing assessments when the Outpatient Unit is 
closed and can be reached at 617-552-3225. 



12 



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About Boston College 



Accessing care from University Health Services is optional for 
graduate students and is available through payment of the Health/ 
Infirmary fee or on a fee-for-service basis. 

All students may have access to the facilities for first aid or in case 
of an emergency. 

The Health/Infirmary fee covers medical care provided on campus 
by University Health Services and is not to be confused with medical 
insurance. Massachusetts law requires that all students be covered by 
an Accident and Sickness Insurance Policy so that protection may be 
assured in case of hospitalization or other costly outside medical ser- 
vices. See Massachusetts Medical Insurance. 

Additional information is available at the University Health 
Services website: www.bc.edu/healthservices. For additional informa- 
tion regarding services or insurance, call 617-552-3225 or visit the 
Primary Care Center on the first floor of Cushing Hall. 

Immunization 

Graduate students registering at the credit levels listed below are 
required to comply with Massachusetts General Laws (the College 
Immunization Law): 

School Credit Level 

Woods College of Advancing Studies — Graduate 9 

College of Arts and Sciences — Graduate 9 

Lynch School of Education — Graduate 9 

Law 12 

Carroll School of Management — Graduate 9 

Connell School of Nursing — Graduate 9 

Graduate School of Social Work 9 

School of Theology and Ministry 9 

The College Immunization Law requires proof of the following 
immunizations: 

• 1 Tetanus-Diphtheria Booster (received within the past 1 years) 

• 2 Measles, Mumps, and Rubella 

• 3 doses of the hepatitis B vaccine 

• Meningitis immunization or submission of waiver form for all 
students living in University-sponsored housing 

• In addition, the Connell Graduate School of Nursing also 
requires the positive blood titers showing proof of immunity for 
measles, mumps, rubella, and varicella 

If proof of immunization for measles, mumps, and/or rubella is 
not available for students enrolled in any graduate program, a blood 
Titer showing immunity will be accepted. 

Failure to show proof of immunizations within 30 days from the 
start of classes will result in a block on your registration, and an admin- 
istrative fee of $65 will be charged to your student account. 

The only exceptions permitted are conflicts with personal reli- 
gious belief or documentation by a physician that immunizations 
should not be given due to pre-existing medical problems. 

University Counseling Services (UCS) 

University Counseling Services (UCS) provides counseling, psy- 
chological, and psychiatric services to the students of Boston College. 
The goal of UCS is to assist students in understanding and solving 
problems that interfere with their personal development and success 
as students. Services available include individual counseling and psy- 
chotherapy, psychiatric services, consultation, evaluation, and referral. 
Students wishing to make an appointment should call 617-552-3310. 



Volunteer and Service Learning Center (VSLC) 

The mission of the Volunteer and Service Learning Center is to 
support students who seek opportunities to serve others. We do this by 
communicating volunteer needs, offering advisement and resources for 
service initiatives, providing educational opportunities, and collaborating 
with other University departments who engage with students in service. 
The Center supports the education and formation of our students by 
promoting conscientious service in the context of Catholic social teach- 
ing and contemporary Jesuit education. Services include: 

• An online volunteer database available for students to find ser- 
vice placements in the Greater Boston area that fit their interests 
and schedules 

• Community partnerships in the Greater Boston area 

• Annual volunteer fairs 

• An English Language Learners program for BC employees who 
practice their language skills with BC student tutors 

• Post-graduate volunteer programming, including an annual fair, 
discernment retreat, and student advisement for those consider- 
ing full-time volunteer work after leaving Boston College 

• Advisement for domestic service projects 

• Partnership with Big Brothers Big Sisters of Massachusetts Bay 

• Support and training for University departments and student 
groups on volunteer projects 

• Annual programs including the Welles R. Crowther Red 
Bandanna 5k Run, the Fair Trade Holiday Sale, Hoops for 
Hope, Jemez Pueblo Service Program, Nicaragua Faculty/Staff 
Immersion Trip 

For more information, visit www.bc.edu/service. 

Annual Notification of Rights 

The Executive Director of Student Services and the Vice President 
for Student Affairs are responsible for notifying students annually of 
their rights under FERPA. The annual notice is to appear in the Boston 
College Bulletin and in the Boston College Student Guide. 

All non-directory information is considered confidential and will 
not be released to outside inquiries without the express written consent 
of the student. 

Student Rights Under FERPA 

Boston College maintains a large number of records regarding 
its students in the administration of its educational programs, as well 
as its housing, athletics, and extracurricular programs. The University 
also maintains employment and financial records for its own use and to 
comply with state and federal regulations. Boston College is committed 
to protecting the privacy interests of its students and to maintaining 
the confidentiality of student records in accordance with the Family 
Educational Rights and Privacy Act of 1974 (FERPA). 

These rights are as follows: 

• The right to inspect and review the student's education record 
within 45 days of the day the University receives a request for 
access. 

Any student who wishes to inspect and review information con- 
tained in an education record maintained by any office of the 
University may, with proper identification, request access to the 
record from the office responsible for maintaining that record. 
In general, and absent an exception under FERPA, the student is 



The Boston College Graduate Catalog 2012-2013 



13 



About Boston College 



to be granted access to the record as soon as possible and, unless 
the circumstances require the existence of a formal request, an 
oral request may be honored. 

Whenever an office responsible for maintaining education 
records is unable to respond at once, the student may submit to 
the Office of Student Services, dean, academic department head, 
or other appropriate official a written request that identifies the 
record he or she wishes to inspect. The University official is to 
make arrangements for access, and is to notify the student of 
the time and place the record may be inspected. If the record is 
not maintained by the University official to whom the request 
is submitted, that official is to advise the student of the correct 
official to whom the request is to be addressed. 

• The right to request the amendment of the student's education 
record if the student believes that information contained in his 
or her record is inaccurate, misleading or in violation of his or 
her rights of privacy. 

Any student who believes that information contained in his or 
her education record is inaccurate, misleading, or in violation of 
his or her rights of privacy is to write to the University official 
responsible for the record, clearly identifying the part of the 
record he or she wants changed, and specifying why the record 
should be amended. 

If the University concludes that the record should not be amend- 
ed as requested, the University will notify the student, advise the 
student of his or her right to a hearing and provide information 
about the hearing process. 

• The right to consent to the disclosure of personally identifiable 
information contained in the student's education record, except 
to the extent permitted under FERPA. One exception that 
permits disclosure without consent is disclosure to University 
officials with legitimate educational interests, which may include 
employees in administrative, supervisory, academic or research, 
or support staff position (including law enforcement unit per- 
sonnel and health staff); members of the Board of Trustees; and 
students serving on an official committees, such as a disciplinary 
or grievance committees, or assisting another University officials 
in performing their tasks. University officials may also be con- 
tractors, consultants, volunteers or other outside parties to whom 
the University has outsourced institutional services or functions 
that would ordinarily be performed by University employees. 
The University may disclose education records without consent 
to officials of other educational institutions that have requested 
the records and in which a student seeks or intends to enroll 

or is already enrolled so long as the disclosure is for purposes 
related to the student's enrollment or transfer. 

• The right to file a complaint with the U.S. Department of 
Education concerning alleged failures by the University to 
comply with the requirements of FERPA. Written complaints 
may be directed to the Family Policy Compliance Office, 
U.S. Department of Education, 400 Maryland Avenue, SW, 
Washington, D.C., 20202-4605. 

Confidentiality of Student Records 

Certain personally identifiable information from a student's edu- 
cation record, designated by Boston College as directory information, 
may be released without the student's prior consent. This information 



includes name; term, home, local, and electronic mail addresses; tele- 
phone listing; date and place of birth; photograph; major field of study; 
enrollment status; grade level; participation in officially recognized 
activities and sports; weight and height of members of athletic teams; 
dates of attendance; school/college of enrollment; anticipated date of 
graduation; degrees and awards received; the most recent previous edu- 
cational agency or institution attended; and other similar information. 
Electronic access to selected directory information is available 
to both the Boston College community and the general public. A 
student who so wishes has the right to prevent the release of all direc- 
tory information including verification of enrollment, or to suppress 
selected directory information in their Agora Portal account under 
"Privacy Preferences." This must be done by the end of the first week 
of enrollment. 

Disclosures to Parents of Students 

When a student reaches the age of 18, or attends a postsecond- 
ary institution regardless of age, FERPA rights transfer to the student. 
Guidelines for the disclosure of information to parents are as follows: 

• Parents may obtain directory information at the discretion of the 
institution. 

• Parents may obtain nondirectory information (e.g., grades, GPA) 
at the discretion of the institution and after it is determined that 
the student is legally dependent on either parent. 

• Parents may also obtain nondirectory information if they have a 
signed consent from the student. 

Consumer Notices and Disclosures 
(HEOA) 

The university provides access to all the annual consumer notices 
and disclosures required by the Higher Education Opportunity Act 
("HEOA"), which reauthorized the Higher Education Act of 1965, at 
the following url: www.bc.edu/offices/evp/noticesanddisclosures.html. 
Each linked disclosure web page explains how to request a paper copy 
of that disclosure. 

• Institutional and Student Information, including information 
regarding the University's academic programs, facilities, faculty, 
academic improvement plans, accreditation, student rights with 
respect to the privacy of student records, transfer of credit poli- 
cies, resources for students with disabilities, the diversity of the 
student body, voter registration, copyright and file-sharing, and 
how to reach the Office of Student Services, which maintains a 
wealth of resources and information for students and prospective 
students; 

• Financial Information, including the cost of attendance, with- 
drawal and refund policies, information regarding financial aid 
programs (including information about eligibility requirements 
and criteria, forms, policies, procedures, standards for maintain- 
ing aid, disbursements and repayment), student employment 
information and exit counseling information, and how to reach 
Office of Financial Aid; 

• Student Outcomes, including information regarding reten- 
tion rates, graduation rates, and placement and education of 
graduates; 

• Vaccination Policy, including the University's policies with 
respect to immunizations required under Massachusetts law; 

• Annual Campus Security and Fire Safety Report, including 
statistics for the previous three years concerning reported crimes 



14 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



that occurred on campus and on public property immediately 
adjacent to and accessible from the campus and fires that 
occurred in on-campus housing facilities, and descriptions of the 
campus safety programs and policies, including information 
regarding safety notification and emergency response procedures, 
missing student notification procedures, campus law enforce- 
ment, sexual assault programs, and fire safety programs; 

• Drug-Free Campus and Workplace Program, including Boston 
College's standards of conduct and legal sanctions with respect 
to the unlawful possession, use and distribution of illegal drugs 
and alcohol by students, faculty, and staff, including sanctions 
with respect to the unlawful possession, use and distribution of 
illegal drugs and alcohol by students, faculty, and staff, some of 
the health risks and consequences of substance abuse, Boston 
College's continuing obligation to provide a drug-free workplace 
under the Drug-Free Workplace Act of 1988, and the obligation 
of all individual federal contract and grant recipients to certify 
that grant activity will be drug-free; and 

• Athletic Program Information, describing how to request a 
report about the University's athletic programs that includes 
participation rates, financial support, and other information on 
men's and women's intercollegiate athletic programs from the 
Office of the Financial Vice President and Treasurer. 

Financial Aid 

Boston College offers a variety of assistance programs to help stu- 
dents finance their education. The Office of Student Services admin- 
isters federal Title IV financial aid programs that include Federal Pell 
Grants, Federal Supplemental Educational Opportunity Grants, Teach 
Grants, Federal Direct Loans (Stafford and PLUS), Federal Perkins 
Loans, and Federal Work-Study, as well as Nursing Loans. 

Financial aid application materials generally become available 
on the Student Services website (www.bc.edu/finaid) each January for 
the following academic year. Students wishing to be considered for 
assistance from federal, state, or institutional sources must complete 
all required forms. 

For more complete information on financial aid at Boston 
College, visit the Student Services website at www.bc.edu/finaid. 
Graduate and professional students should consult their school or 
department for specific policies regarding financial aid. 

General Information 

It is the student's responsibility to know and comply with all 
requirements and regulations of the financial aid programs in which 
they participate. Financial aid awards may be reduced or cancelled 
if the requirements of the award are not met. Students receiving any 
Federal Loans are expected to accept responsibility for the promissory 
note and all other agreements that they sign. Students must comply 
with all Federal Work-Study dates and deadlines. 

All financial aid awards are made under the assumption that the 
student status (full-time, three-quarter-time, or half-time) has not 
changed. Any change in the student's status must be reported, in writ- 
ing, to the Office of Student Services as it can affect the financial aid 
award. 

A student's enrollment in a study abroad program approved for 
credit by the home institution may be considered enrollment at the 
home institution for the purpose of applying for assistance under the 
Title IV, HEOA programs. 



Students receiving Federal Title IV funds are subject to the fol- 
lowing withdrawal/refund process for those funds: The University 
is required to return to the federal aid programs the amount of aid 
received that was in excess of the aid "earned" for the time period the 
student remained enrolled. Students who remain enrolled through at 
least 60% of the payment period (semester) are considered to have 
earned 100% of the aid received. If the University is required to return 
funds to Title IV aid programs, those funds must be returned in the 
following order: Federal Unsubsidized Direct Loans (Stafford), Federal 
Subsidized Direct Loans (Stafford), Federal Perkins Loans, Federal 
Direct PLUS, Federal Pell Grants, Federal Supplemental Educational 
Opportunity Grants, and Federal TEACH Grants. Returning funds to 
these programs could result in a balance coming due to the University 
on the student's account. 

In addition, federal regulations require that schools monitor the 
academic progress of each applicant for federal financial assistance and 
that the school certify that the applicant is making satisfactory aca- 
demic progress toward earning his/her degree. 

Financial aid recipients have the right to appeal their financial aid 
award. However, the student should understand that Boston College 
has already awarded the best financial aid package possible based on 
the information supplied. Therefore, any appeal made should be based 
on new, additional information not already included in the student's 
original application material. An appeal should be made by letter to the 
student's Financial Aid Associate. 

When applying for financial aid, the student has the right to ask 
the following: 

• what the cost of attending is, and what the policies are on 
refunds to students who drop out. 

• what financial assistance is available, including information on 
all federal, state, local, private, and institutional financial aid 
programs. 

• what the procedures and deadlines are for submitting applica- 
tions for each available financial aid program. 

• what criteria the institution uses to select financial aid recipients. 

• how the institution determines financial need. This process 
includes how costs for tuition and fees, room and board, travel, 
books and supplies, personal and miscellaneous expenses, etc., 
are considered in the student's budget. It also includes what 
resources (such as parental contribution, other financial aid, stu- 
dent assets, etc.) are considered in the calculation of need. 

• how much of the student's financial need, as determined by the 
institution, has been met. Students also have the right to request 
an explanation of each type of aid, and the amount of each, in 
their financial aid award package. 

• students receiving loans have the right to know what the inter- 
est rate is, the total amount that must be repaid, the length of 
time given to repay the loan, when repayment must start, and 
any cancellation and deferment provisions that apply. Students 
offered a Work-Study job have the right to know what kind of 
job it is, what hours are expected, what the duties will be, what 
the rate of pay will be, and how and when they will be paid. 

A student also has the responsibility to: 

• pay special attention to his or her application for student 
financial aid, complete it accurately, and submit it on time to 
the right place. Errors can delay the receipt of the financial 
aid package. 



The Boston College Graduate Catalog 2012-2013 



15 



About Boston College 



• provide all additional information requested by either the Office 
of Student Services or the agency to which the application was 
submitted. 

• read and understand all forms he or she is asked to sign, and 
keep copies of them. 

• perform in a satisfactory manner, as determined by the employ- 
er, the work that is agreed upon in accepting a Federal Work- 
Study job. 

• know and comply with the deadlines for applications or reappli- 
cations for financial aid. 

• know and comply with the College's refund procedures. 

• notify the Office of Student Services and the lender of a loan 
(e.g., Federal Direct Loan (Stafford)) of any change in name, 
address, or school status. 

• complete the Entrance Interview process if he or she is a new 
loan borrower. 

• complete the Exit Interview process prior to withdrawal or 
graduation. 

Notice of Non-Discrimination 

Founded by the Society of Jesus in 1863, Boston College is 
dedicated to intellectual excellence and to its Jesuit, Catholic heritage. 
Boston College recognizes the essential contribution a diverse com- 
munity of students, faculty and staff makes to the advancement of its 
goals and ideals in an atmosphere of respect for one another and for 
the University's mission and heritage. Accordingly, Boston College 
commits itself to maintaining a welcoming environment for all people 
and extends its welcome in particular to those who may be vulnerable 
to discrimination on the basis of their race, color, national origin, sex, 
religion, disability, age, marital or parental status, sexual orientation, 
military status, or other legally protected status. 

Boston College rejects and condemns all forms of harassment, 
wrongful discrimination and disrespect. It has developed procedures to 
respond to incidents of harassment whatever the basis or circumstance. 
Moreover, it is the policy of Boston College, while reserving its lawful 
rights where appropriate to take actions designed to promote the Jesuit, 
Catholic principles that sustain its mission and heritage, to comply 
with all state and federal laws prohibiting discrimination in employ- 
ment and in its educational programs on the basis of a person's race, 
color, national origin, sex, religion, disability, age, marital or parental 
status, genetic information or family medical history, or military status, 
and to comply with state law prohibiting discrimination on the basis of 
a person's sexual orientation. 

To this end, Boston College has designated its Executive Director 
for Institutional Diversity to coordinate its efforts to comply with and 
carry out its responsibilities to prevent discrimination in accordance 
with state and federal laws, including Title VI, Title IX, Section 504 
and the ADA. Any applicant for admission or employment, and all 
students, faculty members and employees, are welcome to raise 
any questions regarding this notice with the Executive Director for 
Institutional Diversity: 

Boston College Office for Institutional Diversity (OID) 

140 Commonwealth Avenue 

Chestnut Hill, MA 02467 

Phone: 617-552-2323 

Email: diversity@bc.edu 

The Executive Director for Institutional Diversity oversees 
the efforts of the following additional Title IX coordinators: (i) 



Student Affairs Title IX Coordinator (for student sexual harassment 
complaints), 260 Maloney Hall, Chestnut Hill, MA 02467, reachable 
at 617-552-3482 or (odair@bc.edu); (ii) University Harassment 
Counselor, reachable via OID (see above contact information); and (iii) 
Athletics Title IX Coordinator, the Senior Women's Administrator, 
310 Conte Forum, Chestnut Hill, MA 02467, reachable at 617-552- 
4801 or (jody.mooradian@bc.edu). 

In addition, any person who believes that an act of unlawful 
discrimination has occurred at Boston College may raise this issue 
with the Assistant Secretary for Civil Rights of the United States 
Department of Education. 

Off-Campus Housing 

The University operates an Off-Campus Housing office located 
in Maloney Hall for the convenience of those seeking referrals for 
off-campus housing. The office maintains updated listings of apart- 
ments and rooms available for rent in areas surrounding the campus. 
Interested students should visit the office Monday through Friday, 9:00 
a.m. to 5:00 p.m. Listings are available on the Residential Life website. 

Tuition and Fees 

Tuition and fees for the Graduate Schools of Management, Arts 
and Sciences, Education, Nursing, Social Work, and School of Theology 
and Ministry are billed on or about July 1 5 and August 1 5 for the fall 
and December 1 5 for the spring. Payment is due by September 1 5 and 
January 1 1 , respectively. All students should be registered by August 1 5 
for the fall and December 1 5 for the spring. 

The tuition in the Law School is due semi-annually by August 10 
and by December 10. 

There is a $150 late payment fee for payments received after the 
due dates listed above. In severe cases, students whose accounts are not 
resolved by the due dates may be withdrawn from the University. 

Tuition in the Woods College of Advancing Studies is due upon 
registration. All billing statements are sent electronically. Visit www. 
bc.edu/mybill for more information. 

Graduate Tuition 

Graduate School of Arts and Sciences** 

Tuition per credit hour: 1,292 

Auditor's fee*** — per credit hour: 646 

Lynch School of Education, Graduate Programs** 

Tuition per credit hour: 1,166 

Auditor's fee*** — per credit hour: 583 

Carroll School of Management, Graduate Programs** 

Tuition per credit hour: 1,372 

Auditor's fee*** — per credit hour: 686 

Connell School of Nursing, Graduate Programs** 

Tuition per credit hour: 1,120 

Auditor's fee*** — per credit hour: 560 

Graduate School of Social Work** 

Tuition per credit hour: 992 

Auditor's fee*** — per credit hour: 496 

Law School** 

Tuition per semester: 21,585 

Tuition per credit hour (AY): 1,881 

Tuition per credit hour (Summer): 1,660 

School of Theology and Ministry** 

Tuition per credit hour: 882 

Auditor's fee*** — per credit hour: 441 

The Boston College Graduate Catalog 2012-2013 



16 



About Boston College 



Summer tuition per credit hour: 694 

Summer auditor's fee*** — per credit hour: 347 

Woods Graduate College of Advancing Studies 

Tuition per credit hour: 686 

Summer Session** 

Tuition per credit hour: 686 

Auditor's fee*** — per credit hour: 343 

**Students cross-registering in graduate programs pay tuition rates 

of the school in which they are enrolled. 

***Audits are considered fees and are not refundable. Students 

changing from credit to audit receive no refund. 

Graduate General Fees* 
Acceptance Deposit 

Lynch School of Education, Graduate Programs: 275 

Connell School of Nursing, Graduate Programs: 400 

Carroll School of Management, 

Graduate Programs — part-time: 200 

Carroll School of Management, 

Graduate Programs — full-time: 1,500 

Law School— J.D. Program***: 500 

Law School — LL.M. Program: 500 

Graduate School of Social Work 200 

***Initial deposit due by April 15 with an additional $500 due 

by June 1, 

Activity Fee — Per Semester*** 

(GSAS; LSOE, Graduate Programs; CSON, Graduate Programs; 

GSSW; STM) 

7 credits or more per semester: 45 

Fewer than 7 credits per semester: 30 

Activity Fee — Per Semester*** 

(CSOM, Graduate Programs) 

7 credits or more per semester: 55 

Fewer than 7 credits per semester: 30 

Activity Fee (Law School) 136 

Application Fee (Non-Refundable) 

Graduate School of Arts and Sciences: 70 

Lynch School of Education, Graduate Programs: 65 

Carroll School of Management, Graduate Programs: 100 

Connell School of Nursing, Graduate Programs: 50 

Graduate School of Social Work: 40 

Law School: 75 

School of Theology and Ministry: 70 

Doctoral Comprehensive/Continuation Fee (Ph.D. Candidate) and 

Master's Thesis Direction (Per Semester) 

Graduate School of Arts and Sciences: 1,242 

Lynch School of Education, Graduate Programs: 1,122 

Carroll School of Management, Graduate Programs: 1,320 

Connell School of Nursing, Graduate Programs: 1,092 

Graduate School of Social Work: 972 

Interim Study: 30 

Laboratory Fee (Per Semester): up to 930 

Late Payment Fee: 150 

Massachusetts Medical Insurance (Per Year): 2,108 

(966 fall semester; 1,142 spring semester) 

Microfilm and Binding 

Doctoral Dissertation: 125 

Master's Thesis: 90 



Copyright Fee (Optional): 45 

Student Identification Card: 30 

(mandatory for all new students) 

*A11 fees are proposed and subject to change. 

***Students who are in off-campus satellite programs in the 
School of Social Work are exempt from the activity fee. 

Collection Cost and Fees: The student is responsible for any col- 
lection costs should his or her account be turned over to a collection 
agency as well as any court costs or fees should the account be turned 
over to an attorney. 

The Trustees of Boston College reserve the right to change the 
tuition rates and to make additional charges within the University 
whenever such action is deemed necessary. 

Massachusetts Medical Insurance 

In accordance with the Commonwealth of Massachusetts' law 
and the policies of Boston College, all students who are registered in 
a degree program and all international students will automatically be 
charged by Boston College for medical insurance. 

Non-degree students who are registered at least 75 percent of the 
full-time credit load (see chart below) will also be charged unless waiver 
information is submitted. Failure to maintain these credit levels will 
result in the termination of the medical insurance. It is the student's 
responsibility to monitor their eligibility status. 

• Graduate Woods College of Advancing Studies — 7 or more 

• Graduate Arts and Sciences — 7 or more 

• Graduate Education — 7 or more 

• Graduate Management — 7 or more 

• Graduate Nursing — 7 or more 

• Graduate Social Work — 7 or more 

• Law School — 12 or more 

• School of Theology and Ministry — 7 or more 

Boston College will offer all students who are required to enroll in 
the BC insurance plan the option of participating in the plan offered 
at the University or submitting a waiver if they have other comparable 
insurance. The details of the University's insurance plan are available 
at www.bc.edu/medinsurance. 

Students may waive the BC insurance plan by completing the 
electronic waiver form through their Agora Portal at portal.bc.edu. 
Students under the age of 18 are required to submit a written waiver 
form with the signature of their parent/guardian. This form is available 
for download at www.bc.edu/ssforms. The waiver must be completed 
and submitted by September 14, 2012, for the fall semester and by 
January 25, 2013, for spring semester. Students who do not complete 
a waiver by the due dates will be enrolled and billed for the BC plan. 

Returned Checks 

Returned checks will be fined in the following manner: 

• First three checks returned: $25 per check 

• All additional checks: $40 per check 

• Any check in excess of $2,000: $65 per check 

Withdrawals and Refunds 

Fees are not refundable. 

Tuition is cancelled subject to the following conditions: 

• Notice of withdrawal must be made in writing to the dean of the 
student's school. 

• The date of receipt of written notice of withdrawal by the 
Dean's Office determines the amount of tuition cancelled. 



The Boston College Graduate Catalog 2012-2013 



17 



About Boston College 



The cancellation schedule that follows will apply to students with- 
drawing voluntarily, as well as to students who are dismissed from the 
University for academic or disciplinary reasons. 

Graduate Refund Schedule (Excluding Law) 

Graduate students (except Law students) withdrawing by the fol- 
lowing dates will receive the tuition refund indicated below. 
First Semester 

• by Sept. 12, 2012: 100% of tuition charged is cancelled 

• by Sept. 14, 2012: 80% of tuition charged is cancelled 

• by Sept. 21, 2012: 60% of tuition charged is cancelled 

• by Sept. 28, 2012: 40% of tuition charged is cancelled 

• by Oct. 5, 2012: 20% of tuition charged is cancelled 
Second Semester 

• by Jan. 23, 2013: 100% of tuition charged is cancelled 

• by Jan. 25, 2013: 80% of tuition charged is cancelled 

• by Feb. 1, 2013: 60% of tuition charged is cancelled 

• by Feb. 8, 2013: 40% of tuition charged is cancelled 

• by Feb. 15, 2013: 20% of tuition charged is cancelled 
No cancellations are made after the fifth week of classes. 

Law Refund Schedule 

Law students are subject to the refund schedule outlined below. 
First Semester 

• by Aug. 24, 2012: 100% of tuition charged is cancelled 

• by Sept. 7, 2012: 80% of tuition charged is cancelled 

• by Sept. 14, 2012: 60% of tuition charged is cancelled 

• by Sept. 21, 2012: 40% of tuition charged is cancelled 

• by Sept. 28, 2012: 20% of tuition charged is cancelled 
Second Semester 

• by Jan. 4, 2013: 100% of tuition charged is cancelled 

• by Jan. 18, 2013: 80% of tuition charged is cancelled 

• by Jan. 25, 2013: 60% of tuition charged is cancelled 

• by Feb. 1, 2013: 40% of tuition charged is cancelled 

• by Feb. 8, 2013: 20% of tuition charged is cancelled 

Summer Sessions Refund Schedule: All Schools 

By the second day of class, 100% of tuition charged is cancelled. 
No cancellation of tuition is made after the second day of class. 

Federal Regulations Governing Refunds 

If a student does not wish to leave any resulting credit balance on 
his or her account for subsequent use, he or she should request a refund 
through his/her Agora Portal account at portal.bc.edu. If a student has 
a credit balance as a result of Federal Aid and he or she does not request 
a refund, the University will, within two weeks, send the credit balance 
to his/her local address. 

Federal regulations establish procedural guidelines applicable to 
the treatment of refunds whenever the student has been the recipient 
of financial assistance through any program authorized under Title IV 
of the Higher Education Act of 1965. These guidelines pertain to the 
Federal Perkins Loan, the Federal Pell Grant, the Federal Supplemental 
Educational Opportunity Grant, the Federal College Work-Study, 
and the Federal Stafford and PLUS Loan. In such cases, the regula- 
tions require that a portion of any refund be returned according to 
federal guidelines. Further, if a student withdraws, the institution must 
determine if any cash disbursement of Title IV funds, made directly to 
the student by the institution for non-instructional purposes, is an 



overpayment that must be repaid to the Title IV program. University 
policy developed to comply with the regulations at Boston College will 
be available upon request from the Office of Student Services. 

National Student Clearinghouse 

Boston College is a member of the National Student Clearinghouse. 
The National Student Clearinghouse is responsible for the processing 
of Student Loan Deferment forms for Direct Subsidized and Direct 
Unsubsidized, PLUS, and Perkins loans. 

Student deferment forms will be sent to the Clearinghouse by the 
Office of Student Services. Students wishing to defer their loans should 
request a deferment form from their lender, fill out the student portion, 
list the semester for which they are deferring, and then turn it into the 
Office of Student Services in Lyons Hall. 

Boston College has also authorized the National Student 
Clearinghouse to provide degree and enrollment verifications. 

Contact the Clearinghouse at 703-742-4200 with questions. 
They are on the web at www.studentclearinghouse.org. 

Boston College Graduate Degree Programs 

Graduate School of Arts and Sciences 

Biology: M.S.T., Ph.D. 

Chemistry:* M.S., M.S.T., Ph.D. 

Classics: MA. 

Economics: M.A., Ph.D. 

English: M.A, MAT., Ph.D. 

French: M.A, MAT. 

Geology: M.S., M.S.T. 

Geophysics: M.S., M.S.T. 

Greek: M.A. 

Hispanic Studies: M.A. 

History: M.A, MAT., Ph.D. 

Irish Literature and Culture: English, M.A. 

Italian: M.A., M.A.T. 

Latin: M.A. 

Latin and Classical Humanities: MAT. 

Linguistics: M.A., M.A.T. 

Mathematics: M.A., M.S.T., Ph.D. 

Philosophy: M.A., Ph.D. 

Physics:* M.S., M.S.T., Ph.D. 

Political Science: M.A., Ph.D. 

Psychology: M.A., Ph.D. 

Russian: M.A., M.A.T. 

Slavic Studies: M.A., MAT. 

Sociology: M.A., Ph.D. 

Spanish: M.A.T. 

Theology: Ph.D. 

*Ph.D. programs in accordance with departmental policy may 

grant Master's degrees. 

Fifth Year Programs — Graduate School of Arts and Sciences 

Linguistics: B.A./MA. 
Philosophy: BA./M.A. 
Psychology: BA./M.A. 
Psychology/Social Work: BA./M.S.W. 
(BA. Psychology majors only) 
Russian: BA./M.A. 
Slavic Studies: BA./M.A. 



18 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



Sociology: B.A./M.A. 
Sociology/Social Work: B.A./M.S.W. 
Theology: B.A/MA. 
Theology/Pastoral Ministry: BA./MA. 
Theology/Religious Education: BA./M.Ed. 

Dual Degree Programs — Graduate School of Arts and Sciences 

Biology/Management: M.S./M.BA. 
French/Management: MA./M.BA. 
Geology/Management: M.S./M.BA. 
Geophysics/Management: M.S./M.BA. 
Hispanic Studies/Management: MA./M.BA. 
Italian/Management: MA./M.BA. 
Linguistics/Management: MA./M.BA. 
Mathematics/Management: MA./M.BA. 
Philosophy: M.A/J.D., Ph.D./J.D. 
Political Science/Management: MA./M.BA. 
Russian/Management: MA./M.BA. 
Slavic and Eastern Languages and Literatures: MA./J.D. 
Slavic Studies/Management: M.B.A/MA. 
Sociology/Management: MA./M.BA., Ph.D./M.BA. 

School of Theology and Ministry 

Theology and Ministry: M.Div., M.A., M.T.S., Th.M. 
Sacred Theology: S.T.B., S.T.L., S.T.D. 
Religious Education: M.Ed., C.A.E.S. 
Theology and Education: Ph.D. 

Fifth Year Programs — School of Theology and Ministry 

Theology: BA./MT.S. 

Theology and Ministry: BA./MA. 

Dual Degree Programs — School of Theology and Ministry 

Pastoral Ministry/Counseling Psychology: MA./MA. 
Pastoral Ministry/Nursing: MA./M.S. 
Pastoral Ministry/Social Work: MA./M.S.W. 
Pastoral Ministry/Business Administration: MA./M.BA. 

Joint Degree Programs — School of Theology and Ministry 

Catholic Educational Leadership: 

M.Ed, in Religious Education, Catholic School Leadership 

concentration (with LSOE) 

MA. in Higher Education, Catholic University Leadership 

concentration (with LSOE) 

M.Ed. Educational Administration and Catholic School 

Leadership (with LSOE) 

Lynch School of Education, Graduate Programs 

Applied Developmental and Educational Psychology: M.A., 

Ph.D. 

Educational Leadership: M.Ed., C.A.E.S., Ed.D. 

Counseling Psychology: M.A., Ph.D. 

Curriculum and Instruction: M.Ed., C.A.E.S., Ph.D. 

Early Childhood Education: M.Ed. 

Educational Research, Measurement and Evaluation: M.Ed., 

Ph.D. 

Elementary Education: M.Ed. 



Higher Education: M.A., Ph.D. 

Professional Licensure in English, History, Earth Science 

Biology, Mathematics, Elementary Education, and Reading: 

MAT., M.S.T. 

Reading/Literacy Teaching: M.Ed., C.A.E.S. 

Secondary Education: M.Ed., MAT., M.S.T. 

Special Education (Moderate Special Needs, Grades Pre-K-9 and 

Grades 5-12): M.Ed., C.A.E.S. 

Special Education (Students with Severe Special Needs): M.Ed., 

CA.E.S. 

Fifth Year Programs — Lynch School of Education, 
Graduate Programs 

Applied Developmental and Educational Psychology: BA./MA. 

Curriculum and Instruction: BA./M.Ed. 

Early Childhood Education: BA./M.Ed. 

Educational Research, Measurement and Evaluation: BA./M.Ed. 

Elementary Education: BA./M.Ed. 

Higher Education: BA./M.Ed. 

Moderate Special Needs: BA./M.Ed. 

Secondary Education: BA./M.Ed. 

Severe Special Needs: BA./M.Ed. 

Dual Degree Programs — Lynch School of Education, 
Graduate Programs 

Counseling/Pastoral Ministry: MA./MA. 
Curriculum and Instruction/Law: M.Ed./J.D. 
Higher Education/Law: MA./J.D. 
Higher Education/Management: MA./M.BA. 

Early Admit Programs — Lynch School of Education, 
Graduate Programs 

Mental Health Counseling: BA./MA. 
School Counseling: BA./MA. 

Law School 

Law: J.D. 
Law: LL.M. 

Dual Degree Programs — Law School 

Law/Education: J.D./M.Ed., J.D./M.A. 
Law/Management: J.D./M.BA. 
Law/Philosophy: J.D./M.A., J.D./Ph.D. 
Law/Social Work: J.D./M.S.W. 

Carroll School of Management, Graduate Programs 

Accounting: M.S. 

Business Administration: M.BA. 

Finance: M.S., Ph.D. 

Management and Organization: Ph.D. 

Dual Degree Programs — Carroll School of Management, 
Graduate Programs 

Accounting: M.BA./M.S. 
Finance: M.BA./M.S. 
Management/French: M. BA./MA. 
Management/Geology and Geophysics: M.BA./M.S. 



The Boston College Graduate Catalog 2012-2013 



19 



About Boston College 



Management/Higher Education: M.B.A./M.A. 
Management/Hispanic Studies: M.B.A./M.A. 
Management/Italian: M.BA./MA. 
Management/Law: M.BA./J.D. 
Management/Linguistics: M.BA./MA. 
Management/Mathematics: M.BA./MA. 
Management/Nursing: M.BA./M.S. 
Management/Pastoral Ministry: M.B.A./M.A. 
Management/Political Science: M.BA./M.A. 
Management/Russian: M.B.A./M.A. 
Management/Slavic Studies: M.B.A./MA. 
Management/Social Work: M.B.A./M.S.W. 
Management/Sociology: M. B. A./M A /Ph. D . 
Management/Urban & Environmental Policy and Planning: 
M.BA/MA.U.E.P.P. (in conjunction with Tufts University) 

Connell School of Nursing, Graduate Programs 

Nursing: B.S./M.S., M.S., Ph.D. 

Dual Degree Programs — Connell School of Nursing, 
Graduate Programs 

Nursing/Management: M.S./M.B.A. 
Nursing/Pastoral Ministry: M.S. /MA. 

Graduate School of Social Work 

Social Work: M.S.W., Ph.D., M.S.W./Ph.D. 

Fifth Year Programs — Graduate School of Social Work 

Social Work/ Applied Psychology and Human Development: 

B.A/M.S.W. 

Social Work/Psychology: BA./M.S.W. 

Social Work/Sociology: BA./M.S.W. 

Dual Degree Programs — Graduate School of Social Work 

Social Work/Law: M.SW./J.D. 

Social Work/Management: M.S.W./M.B.A. 

Social Work/Pastoral Ministry: M.S.W./M.A. 

Woods Graduate College of Advancing Studies 

Administrative Studies: M.S. 



20 The Boston College Graduate Catalog 2012-2013 



Policies and Procedures 



Note: For the most updated version of STM academic policies 
and procedures, visit: www.bc.edu/content/bc/schools/stm/acadprog/ 
stmserv/acadpol.html. 

Academic Integrity 

Policy and Procedures 

The pursuit of knowledge can proceed only when scholars take 
responsibility and receive credit for their work. Recognition of indi- 
vidual contributions to knowledge and of the intellectual property of 
others builds trust within the University and encourages the sharing of 
ideas that is essential to scholarship. Similarly, the educational process 
requires that individuals present their own ideas and insights for evalua- 
tion, critique, and eventual reformulation. Presentation of others' work 
as one's own is not only intellectual dishonesty, but it also undermines 
the educational process. 

Standards 

Academic integrity is violated by any dishonest act which is com- 
mitted in an academic context including, but not restricted to the 
following: 

Cheating is the fraudulent or dishonest presentation of work. 
Cheating includes but is not limited to: 

• the use or attempted use of unauthorized aids in examinations or 
other academic exercises submitted for evaluation; 

• fabrication, falsification, or misrepresentation of data, results, 
sources for papers or reports, or in clinical practice, as in report- 
ing experiments, measurements, statistical analyses, tests, or 
other studies never performed; manipulating or altering data ot 
other manifestations of research to achieve a desired result; selec- 
tive reporting, including the deliberate suppression of conflicting 
or unwanted data; 

• falsification of papers, official records, or reports; 

• copying from another student's work; 

• actions that destroy or alter the work of another student; 

• unauthorized cooperation in completing assignments or during 
an examination; 

• the use of purchased essays or term papers, or of purchased 
preparatory research for such papers; 

• submission of the same written work in more than one course 
without prior written approval from the instructors involved; 

• dishonesty in requests for make-up exams, for extensions of 
deadlines for submitting papers, and in any other matter relating 
to a course. 

Plagiarism is the act of taking the words, ideas, data, illustrations, 
or statements of another person or source, and presenting them as one's 
own. Each student is responsible for learning and using proper methods 
of paraphrasing and footnoting, quotation, and other forms of citation, 
to ensute that the original author, speaker, illustratot, or source of the 
material used is clearly acknowledged. 

Other breaches of academic integrity include: 

• the misrepresentation of one's own or another's identity for 
academic purposes; 

• the misrepresentation of material facts or circumstances in 
relation to examinations, papers, or other evaluative activities; 

• the sale of papers, essays, or research for fraudulent use; 

• the alteration or falsification of official University records; 

• the unauthorized use of University academic facilities or 
equipment, including computer accounts and files; 



• the unauthorized recording, sale, purchase, or use of academic 
lectures, academic computer software, or other instructional 
materials; 

• the expropriation or abuse of ideas and preliminary data 
obtained during the process of editorial or peer review of work 
submitted to journals, or in proposals for funding by agency 
panels or by internal University committees; 

• the expropriation and/or inappropriate dissemination of 
personally-identifying human subject data; 

• the unauthorized removal, mutilation, or deliberate concealment 
of materials in University libraries, media, or academic resource 
centers. 

Collusion is defined as assistance or an attempt to assist another 
student in an act of academic dishonesty. Collusion is distinct from 
collaborative learning, which may be a valuable component of students' 
scholarly development. Acceptable levels of collaboration vary in differ- 
ent courses, and students are expected to consult with theit instructor 
if they are uncertain whether their cooperative activities are acceptable. 

Promoting Academic Integrity: Roles of Community 
Members 

Student Roles in Maintaining Academic Integrity 

Graduate and professional students have a responsibility to 
maintain high standards of academic integrity intheir own work, and 
thereby to maintain the integrity of their degree. It is their responsi- 
bility to be familiar with, and understand, the University policy on 
academic integrity. 

Students who become aware of a violation of academic integrity 
by a fellow student should respond in one of the following ways: 

• Students may discuss their concerns with the student whom they 
suspect of a violation. Direct contact by another student may be 
the best means of resolving the problem. Repeated demonstra- 
tion of student concern for academic integrity will in the long 
run build a peer-regulated community. 

• If the incident is a major violation or part of a repeated pattern 
of violations, students should bring their concerns to the atten- 
tion of the instructor or to the appropriate department chairper- 
son or associate dean. Suspected violations by students reported 
to members of the faculty or to an associate dean will be handled 
according to the procedures set forth below. 

Students who have serious concern that a faculty member is not 
living up to his or her responsibility to safeguard and promote academic 
integrity should speak with the faculty member directly, or should 
bring their concern to the attention of the department chairperson or 
associate dean. 

Faculty Roles in Fostering Academic Integrity 

Faculty members should provide students with a positive envi- 
ronment for learning and intellectual growth and, by their words and 
actions, promote conditions that foster academic integrity. 

Faculty should be concerned about the impact of their behavior on 
students. Students are sensitive to messages communicated in informal 
discussions and in casual faculty remarks about personal decisions and 
value judgments. Students are perhaps most sensitive to how respon- 
sibly faculty members fulfill their obligations to them in the careful 
preparation of classes, in the serious evaluation of student achievement, 
and in their genuine interest in and availability to students. 



The Boston College Graduate Catalog 2012-2013 



21 



Policies and Procedures 



Faculty should promote academic integrity in the following spe- 
cific ways: 

• At the beginning of each course, instructors should discuss aca- 
demic integrity in order to promote an ongoing dialogue about 
academic integrity and to set the tone and establish guidelines 
for academic integrity within the context of the course, e.g., the 
extent to which collaborative work is appropriate. 

• Instructors should discuss why, when, and how students must 
cite sources in their written work. 

• Instructors should provide students with a written syllabus or 
other documents prepared for the academic experience that 
states course requirements and, when available, examination 
dates and times. 

• Instructors are encouraged to prepare new examinations and 
assignments where appropriate each semester in order to ensure 
that no student obtains an unfair advantage over his or her class- 
mates by reviewing exams or assignments from prior semesters. 
If previous examinations are available to some students, faculty 
members should insure that all students in the course have simi- 
lar access. Course examinations should be designed to minimize 
the possibility of cheating, and course paper assignments should 
be designed to minimize the possibility of plagiarism. 

• Proctors should be present at all examinations, including the 
final examination, and should provide students with an environ- 
ment that encourages honesty and prevents dishonesty. 

• Faculty should be careful to respect students' intellectual prop- 
erty and the confidentiality of student academic information. 

• Assignment of grades, which is the sole responsibility of the 
instructor, should be awarded in a manner fair to all students. 

Academic Deans 

The academic deans have overall responsibility for academic 
integrity within their schools which includes the following: 

• promoting an environment where academic integrity is a priority 
for both students and faculty, 

• ensuring that students who are honest are not placed at an unfair 
disadvantage, and 

• establishing procedures to adjudicate charges of academic dis- 
honesty and to protect the rights of all parties. 

Procedures 

In the School of Theology and Ministry (STM), an Academic 
Integrity Committee (AIC) with both faculty and student members is 
to be constituted annually by the Associate Dean for Academic Affairs 
and chaired by one of the faculty members serving on the AIC. 

When a faculty member determines that a student's work violates 
the standards of academic integrity, that faculty member should discuss 
the violation with the student and is encouraged (but not required) to 
notify the Associate Dean for Academic Affairs in writing of the inci- 
dent. If the faculty member decides to impose a grading penalty, a letter 
of notification describing the incident and the grading penalty must be 
sent to the Associate Dean for Academic Affairs. 

On receipt of such a notification the Associate Dean will notify 
the student of the allegation and the grading penalty (if any) imposed 
by the faculty member. The student will be given an opportunity to 
respond to the faculty member's notification in writing. While a case 
is pending, the student may not withdraw from or change status in 
the course. 



Each reported violation of the standards of academic integrity 
will be reviewed by the STM AIC. The Associate Dean will serve as a 
non-voting administrative resource, and will maintain the Committee's 
record of notifications and relevant materials. In cases involving stu- 
dents from more than one school, or students in joint or dual degree 
programs, the Committees on Academic Integrity of the pertinent 
schools will cooperate in their review. 

The Associate Dean will notify the faculty member bringing the 
accusation and the student that the case is under review by the AIC. 
The AIC at its discretion may interview any individual with knowledge 
pertinent to the case. 

The AIC will decide a case by simple majority vote, and the 
Associate Dean will convey to the faculty member and the student the 
committee's findings as to responsibility and recommended sanctions. 
The Associate Dean will compile a complete file of each case, to be kept 
confidential in the Dean's office. Files on students found not respon- 
sible will be destroyed. 

Penalties for students found responsible for violations will depend 
upon the seriousness and circumstances of the violation, the degree of 
premeditation involved, and the student's previous record of violations. 
The committee may simply affirm the faculty member's penalty and 
issue the student a warning, which will be kept in a confidential file in 
the Dean's Office until the student graduates and will not be reportable 
to professional schools or outside agencies; or it may recommend a dif- 
ferent grading penalty and/or impose additional administrative penal- 
ties. Such penalties may include university probation, suspension, or 
expulsion, all of which become part of a student's academic record and 
are reportable to graduate/professional schools and outside agencies. 

Appeal of the committee's decision may be made by written 
request to the Dean of the school not later than ten days following 
notice of the committee's decision, and the Dean's decision will be 
final. 

Academic Regulations 

Academic Regulations are effective from September of the current 
academic year (2012—2013) except where a different date is explicitly 
stated. If there have been changes in the Academic Regulations and 
degree requirements since a student readmitted after sustained leave 
was last enrolled, the Academic Regulations in effect at the time of the 
student's readmission to full-time study will apply, unless the Associate 
Dean specifies otherwise in writing at the time of readmission. 

Academic Grievances 

I. Preamble 

The Academic Grievance Policy of the School of Theology and 
Ministry provides a procedure for the constructive and timely resolu- 
tion of serious academic grievances of students against faculty mem- 
bers. Resolution of such grievances should involve all parties working 
cooperatively and respectfully to obtain mutually agreed solutions. The 
grievance process first strives for mediated outcomes and only moves to 
directed outcomes when such efforts at mediation fail. All parties should 
seek resolutions at the lowest possible administrative level. Because the 
availability of evidence diminishes over time, the School of Theology and 
Ministry will not consider a grievance initiated after the close of the fall 
or spring semester immediately following the term in which the action 
giving rise to the complaint occurred. Further, the School of Theology 
and Ministry eschews and discourages frivolous complaints. 



22 



The Boston College Graduate Catalog 2012-2013 



Policies and Procedures 



II. Any student who believes he or she has a grievance should com- 
municate with the faculty member(s) immediately involved as soon as 
possible after the action being grieved, but by no later than the close of 
the fall or spring semester immediately following the term in which the 
action giving rise to the complaint occurred. If communication results 
in a mutually acceptable solution, the matter shall be considered closed. 
If either party wishes to have a written statement of the outcome, the 
parties shall put the solution in writing, sign it, and each retain a copy. 

III. If, however, a mutually acceptable solution cannot be reached, 
the student may present the matter in writing in a timely manner to the 
chairperson of the department in which the faculty member(s) resides 
administratively. The written statement must clearly specify: (a) the 
nature of the complaint and (b) the remedy requested. The department 
chairperson must handle the matter in accordance with department pro- 
cedures approved by the university. If there are no such procedures, the 
chairperson should proceed as follows: 

A) After consultation with both the student and the faculty 
member(s) affected, the chairperson should proceed in a timely manner 
either to mediate the matter personally or assign it for mediation to one 
or more members of the department. 

B) The chairperson or designated faculty mediator(s) shall then 
meet formally with the faculty member(s) involved and obtain a 
written answer to the grievance with a full explanation of the fac- 
ulty member(s)' position. After a full investigation, the chairperson 
or assigned mediator(s) should meet again with the faculty member(s) 
and student involved, either separately, or jointly, or both, in order to 
work out a settlement of the problem. If the chairperson or assigned 
mediator(s) succeeds in resolving the grievance, he/she shall put the 
agreement in writing, obtain the signatures of all parties to the docu- 
ment, and provide copies of the agreement to all parties involved in 
the process. 

Should the chairperson or assigned mediator not obtain a resolu- 
tion, the chairperson, after conducting such further proceedings as he/ 
she may determine to be necessary or desirable in his/her sole discre- 
tion, shall prepare a written decision and provide a copy of it to the 
student and the faculty member(s) involved. 

IV. A student grievant may appeal a decision of the department or 
program chairperson to the Dean. The appeal must be made in writing 
within two weeks of the decision of the department or program chair- 
person and must specify clearly: (a) the nature of the grievance; (b) the 
remedy sought; and (c) the reason or reasons why the proposed resolu- 
tion emanating from step (III) above is not acceptable. Upon receiving 
the written appeal, the Dean or the Dean's designees must meet with 
the chairperson, faculty member(s) and student involved, separately or 
jointly, to seek a timely solution to the issues. If such procedures produce 
an outcome mutually acceptable to the parties involved, it shall be put in 
writing and copies given to all of the parties. 

If no such mutually acceptable outcome should be achieved, the 
Dean or the Dean's designees shall expeditiously gather all written state- 
ments and evidence accumulated up to that point and conduct such 
review or such further proceedings, including hearings, as the Dean or 
the Dean's designees may determine in their sole discretion to be rea- 
sonably necessary to reaching an ultimate disposition of the issue(s) . In 
the event of a hearing, the faculty member(s) and student shall each be 
entitled to bring an advisor drawn from the Boston College community 



for consultative purposes only. If the above process culminates in a mutu- 
ally agreeable solution, the Dean or the Dean's designee(s) must put the 
agreement in writing, obtain the signatures of all parties to the document, 
and provide copies of the agreement to all of the parties. 

If the Dean or the Dean's designee(s) arrives at no mutually accept- 
able solution, the Dean shall in a timely manner convey his/her decision 
and report (or the report of his/her designee(s) as applicable) to the 
chairperson and the parties involved. The Dean's decision shall be final. 

Academic Record 

A record of each graduate or professional student's academic work 
is prepared and maintained permanently by the Office of Student 
Services. Student academic records are sealed at the time the degree is 
conferred. After this date changes may not be made, with the exception 
of errors or omissions. 

Attendance 

Graduate and professional students are expected to meet course 
requirements in classes, internships, and practica as specified in the 
syllabus or document prepared explicitly for the academic experience. 
A student who is absent repeatedly from these academic experiences 
will be evaluated by the responsible faculty member and/or designated 
supervisor(s) to ascertain the student's ability to continue in the course 
and to achieve course objectives. In addition, the STM has its own 
attendance policy, enforced by course instructors at their discretion. 
Students must withdraw from a course in which they have been absent 
at least 30% of class meeting time. If a student with more than a 30% 
or greater absence rate does not withdraw from the course, the student 
will be given a failing grade for the course. 

Professors may include, as part of the semester's grades, marks for 
the quality and quantity of the student's participation in the course. 

Professors will announce, reasonably well in advance, tests, exami- 
nations and other forms of assessment based on the material covered in 
the course, as well as other assigned material. A student who is absent 
from a course is responsible for obtaining knowledge of what happened 
in the course, especially information about announced tests, papers, or 
other assignments. 

A student who is absent from a course on the day of a previously 
announced examination, including the final examination, is not enti- 
tled, as a matter of right, to make up what was missed. The professor 
involved is free to decide whether a makeup will be allowed. 

In cases of prolonged absence the student or his or her representa- 
tive should communicate with the student's graduate associate dean as 
soon as the prospect of extended absence becomes clear. The academic 
arrangements for the student's return to the course should be made 
with the Graduate Associate Dean's Office as soon as the student's 
health and other circumstances permit. 

Absences for Religious Reasons 

Any graduate or professional student who is unable, because of 
his or her religious beliefs, to attend classes, internships, or practica, 
or to participate in any examination, study, or work requirement on 
a particular day shall be excused from any such examination, or study 
or work requirement, and shall be provided with an opportunity to 
makeup such examination, study or work requirement that may have 
been missed because of such absence on any particular day. However, 
students should notify professors and supervisors at the end of the first 
course meeting or at least two weeks in advance of any such planned 
observances, and such makeup examination or work shall not create an 



The Boston College Graduate Catalog 2012-2013 



23 



Policies and Procedures 



unreasonable burden upon the University. No fees will be charged and 
no adverse or prejudicial effects shall result to any student who is absent 
for religious reasons. 

Audits 

Students enrolled in STM degree and certificate programs may 
audit courses and will be charged Vi the per-credit tuition rate. Students 
will not receive financial aid/tuition remission for audited courses 
and audited courses will not count toward their degree or certificate 
programs. 

Students not enrolled in STM degree or certificate programs 
can apply through the Admissions Office to audit STM courses for a 
reduced rate of $399 per course. 

The STM has a reduced audit rate of $201 per course for 
Ministers-in-the- Vicinity. Please contact the Admissions Office for 
more information. 

Students cannot register to audit courses through their Agora 
accounts. Students should contact the STM Service Center or the 
Assistant Director for Financial Aid and Academic Services in order to 
register to audit a course. 

Comprehensive Examination or Qualifying Papers: 
Doctoral Students 

Doctoral Students (S. T.D.) 

Consult the S.T.D. Handbook for more information about 
policies and procedures for comprehensive examinations. During the 
semesters in which a student is not registered for coursework but is 
preparing for and taking comprehensives, a student must be registered 
in TM 980 S.T.D. Specialized Research. In accordance with the 
University policy on grading, comprehensive exams are graded Pass 
with Distinction, Pass, and Fail. 

Doctoral Students (Ph.D.) 

Consult the Ph.D. Prospectus for more information about policies 
and procedures for comprehensive examinations. During the semesters 
in which a student is not registered for coursework but is preparing for 
and taking comprehensives, a student must be registered in TM 999 
Doctoral Continuation. In accordance with the University policy on 
grading, comprehensive exams are graded Pass with Distinction, Pass, 
and Fail. 

Comprehensive Examination: Master's Students 

There are no comprehensive exams for the M.Div. and M.T.S. 
degrees. For M.A. and M.Ed, students, the Synthesis Project serves as 
the comprehensive exam. Students wishing more information about 
the Synthesis Project should obtain a Synthesis Project Packet from 
the STM Service Center. If they are not registered for courses, students 
must be registered for the non-credit TM 888 in the semester in which 
they defend their synthesis projects. In accordance with the University 
policy on grading comprehensive exams, Synthesis Projects are graded 
Pass with Distinction, Pass, and Fail. 

Note: Beginning with the fall 2012 entering class, the M.A. and 
M.Ed. Synthesis Project shall be called the Thesis. Nevertheless, it still 
counts for the comprehensive examination. 

Note: Beginning with the fall 2013 entering class (and those fall 
2012 entering students who choose to do so), the M.Div. will have 
synthesis exams, which will fall under this comprehensive examination 
policy. 



Continuation: Doctoral Candidacy 

Graduate and professional students who have completed all 
required coursework and who have successfully completed the com- 
prehensive examination or the oral defense of a publishable paper are 
admitted to doctoral candidacy. Doctoral candidates are required to 
register and pay for Doctoral Continuation (999) during each semester 
of their candidacy or its equivalent. 

To register for doctoral continuation, Ph.D. students register for 
TM 999 and S.T.D. students register for TM 980. 

Cross Registration 

In consultation with their faculty advisors, STM students may 
cross-register into courses at other universities and schools of theology 
through the following consortia: the Boston Theological Institute, 
The Consortium, and the Graduate Consortium in Women's Studies 
(see below for more information). Students can obtain a BTI cross- 
registration form at the STM Service Center. 

Note that 50% of coursework required for a Boston College 
degree must be taken at Boston College. 

Boston Theological Institute 

The Boston Theological Institute (BTI), a consortium of theol- 
ogy faculty primarily in the Boston-Newton-Cambridge area, has as its 
constituent members the following institutions. 

• Andover Newton School of Theology 

• Boston College's Department of Theology 

• Boston College's School of Theology and Ministry 

• Boston University School of Theology 

• Episcopal Divinity School 

• Gordon-Conwell Theological Seminary 

• Harvard Divinity School 

• Holy Cross Greek Orthodox Seminary 

• St. John's Seminary 

The Consortium 

Boston College is part of a consortium that includes Boston 
University, Brandeis University, and Tufts University. Eligible stu- 
dents are allowed to take courses at any of these institutions if the 
same courses are not offered at Boston College at any time during the 
academic year. Cross registration materials are available from the Office 
of Student Services. 

Graduate Consortium in Women's Studies 

Eligible graduate and professional students enrolled in degree 
programs during the academic year may apply to participate in the 
Graduate Consortium in Women's Studies, an inter-institutional enter- 
prise established to advance the field of women's studies and enlarge 
the scope of graduate education through new models of team teach- 
ing and interdisciplinary study. Faculty and students are drawn from 
nine member schools: Boston College, Boston University, Brandeis 
University, Harvard University, MIT, Northeastern, Simmons, Tufts, 
and UMass Boston. Eligible students need to obtain permission from 
their department or school. Registration forms will be mailed from the 
Consortium to accepted students. 



24 



The Boston College Graduate Catalog 2012-2013 



Policies and Procedures 



Enrollment Status 

Full-Time Enrollment Status 

Graduate students in the School of Theology and Ministry are full 
time if enrolled in TM 888, TM 900, TM 920, TM 980, TM 985, 
TM 990, or TM 995. Doctoral students are considered full-time if they 
are Graduate Assistants for academic departments, Teaching Fellows, 
or Research Assistants. 

Final Examinations 

For graduate level courses that have final examinations, professors 
may use the University's final examination schedule, which is public 
and set before classes begin, or they may set the day and time of their 
final examination in the syllabus or document prepared explicitly for 
the academic experience. All students are responsible for knowing when 
their final examinations will take place and for taking examinations 
at the scheduled time. Students who miss a final examination are not 
entitled, as a matter of right, to a makeup examination except for seri- 
ous illness and/or family emergency. Students who are not able to take 
a final examination during its scheduled time should contact the person 
designated by the department or school, preferably prior to the exami- 
nation date, to inform them of their situation and to make alternative 
arrangements if granted permission to do so. 

Foreign Language Requirement 

Students should consult individual degree program handbooks/ 
prospectuses for program-specific requirements. 

Good Standing 

Grades, satisfactory performance in internships and practica, and 
timely completion of degree requirements determine a student's good 
standing in his or her program. Students should be informed in a timely 
manner if their good standing is in jeopardy and the conditions needed 
to maintain or establish good standing. 

In the School of Theology and Ministry, a student in one or both 
of the following situations is considered to be under academic review: 

1. the student's cumulative grade point average (GPA) falls below 
3.0; 

2. the student receives a grade of "incomplete" for one-half or more 
of the courses taken in a single semester. 

If a student is under academic review at the end of a given semes- 
ter, the student will be notified in writing by the Associate Dean for 
Academic Affairs. The student will have until the end of the following 
semester to bring his/her GPA up to 3.0 and to complete all incompletes. 
If a student does not do these things, the Associate Dean will engage the 
student's faculty course selection advisor, the relevant department chair, 
and the Associate Dean for Student Affairs in a discussion as to whether 
and under what conditions the student may continue in his or her degree 
or certificate program. At that point, the student may be dismissed from 
the University or given further conditions to meet in order to remain 
enrolled in the STM. The Associate Dean for Academic Affairs will com- 
municate this information to the student in writing as soon as possible 
after the meeting. 

Grading 

In each graduate course, in which a graduate or professional stu- 
dent is registered for graduate credit, the student will receive one of the 
following grades at the end of the semester: A, A-, B+, B, B-, C, F, W, 
J, U, P, or I. The high passing grade of A is awarded for superior work. 
The passing grade of B is awarded for work that clearly is satisfactory 



at the graduate level. The low passing grade of C is awarded for work 
that is minimally acceptable at the graduate level. The failing grade of 
F is awarded for work that is unsatisfactory. 

A pass/fail option is available for a limited number of courses. A 
U grade is recorded for ungraded courses such as doctoral continuation. 

Grading Scale 

In computing averages, the following numerical equivalents are 
used. The entire grading scale is not used by all schools. 
A 4.00 
A- 3.67 
B+ 3.33 
B3.00 
B- 2.67 
C+ 2.33 
C2.00 
C- 1.67 
D+ 1.33 
D 1.00 
D-.67 
F .00 

P No effect on GPA 
U No effect on GPA 

Grade Changes 

Grade changes should be made only for exceptional reasons. The 
grades submitted by faculty at the end of each semester are considered 
final unless the faculty member has granted the student an Incomplete. 
Incompletes may be granted to provide a student time to finish his or 
her course work after the date set for the course examination or in the 
course syllabus. Incompletes should only be granted for serious reasons, 
e.g., illness, and only when the student has been able to complete most 
of the course work but is missing a specific assignment, e.g., a final 
paper, an examination, etc. Incompletes are not to be granted to allow 
the student to complete a major portion of the course work after the end 
of the semester. A formal request form must be obtained at the STM 
Service Center and signed by the professor and the Associate Dean for 
Academic Affairs. For approval to be granted, a date for completion 
must be agreed upon between the student and the professor. Except in 
extraordinary cases, all such "I" grades will automatically be changed to 
"F" according to the following University-dictated schedule: 

Spring 

August 1 

Fall 

March 1 

Summer 

October 1 

See the STM Good Standing policy for the number of incom- 
pletes a student may take in a given semester or summer and remain in 
good academic standing. 

Pass/Fail Electives 

Select courses are designated Pass/Fail. All requests for Pass/Fail 
credit, beyond taking courses designated Pass/Fail, must be approved 
by the student's academic advisor and the Associate Dean for Academic 
Affairs during the registration period. Students should obtain a Pass/ 
Fail form from the STM Service Center. 

M.A., M.Ed., and C.A.E.S. students may take 2 courses P/F 
beyond those designated as such. 



The Boston College Graduate Catalog 2012-2013 



25 



Policies and Procedures 



M.Div. students may take no more than 18 credits on a P/F basis. 
M.T.S. students may take no more than 12 credits on a P/F basis. 
Th.M., S.T.L., and S.T.D. students may not elect to take any 
courses P/F, with the exception of the Spiritual Direction Practicum. 
Ph.D. students should consult the GSAS Dean's Office. 

Graduation 

The University awards degrees in May, August, and December 
of each year except to students in the Law School where degrees are 
conferred in May and December. Commencement ceremonies are 
held only in May. Students who have completed all requirements for 
the degree before a specific graduation date are eligible to receive the 
degree as of the university's next official graduation date. A diploma 
will not be dated before all work is completed. Students who graduate 
in December or August may participate in commencement exercises 
the following May. 

In order to ensure timely clearance, all students who plan to 
graduate should confirm their diploma names online through their 
Agora Portal at portal.bc.edu by the following dates: 

• Last day of drop/add in January for May graduation 

• May 1 for August graduation 

• Last day of drop/add in September for December graduation 

Leave of Absence 

Voluntary Leave of Absence 

Graduate students who do not register for course work, Thesis or 
Dissertation Direction, or Interim Study in any given semester must 
request a leave of absence for that semester. Leaves of absence are not 
usually granted for more than two semesters at a time, and are rarely 
granted for students on Doctoral Continuation. Students may apply 
for a personal or medical leave of absence. As described below, appro- 
priate documentation is required for a medical leave of absence. 

Students may obtain a personal or medical leave of absence form 
online at www.bc.edu/studentservices and submit it for their school's 
Associate Dean's approval. 

Leave time for either a personal or medical leave of absence will 
normally be considered a portion of the total time limit for the degree 
unless the contrary is decided upon initially between the student and 
the Associate Dean. 

Students are not eligible for STM financial aid or funding while 
on leave. When they return to the STM, students continue to receive 
the tuition remission that they were granted upon entrance into their 
degree program. Students wishing to take courses at theological institu- 
tions outside of Boston College and the BTI while on leave of absence 
from Boston College are strongly advised to discuss this plan with their 
faculty advisor, the relevant department chair and the Associate Dean 
for Academic Affairs to make sure that the courses they are planning 
to take will transfer into and be counted toward their STM degree 
program. Please see the Transfer of Credit policy for more information. 

Personal Leave of Absence 

Students on an approved personal leave of absence should contact 
the Associate Dean's Office at least six weeks prior to the semester in 
which they expect to re-enroll. The appropriate Associate Dean will 
make the decision on the readmission request. 

Medical Leave of Absence 

If a student is unable to complete the coursework or other course 
of study for a semester due to medical reasons, the student may request 



a medical leave of absence. Medical leave, whether requested for mental 
health or physical health reasons, must be supported by appropri- 
ate documentation from a licensed care provider. The student must 
submit this documentation to Counseling Services or Health Services 
as applicable, who will review it in confidence and make a recommen- 
dation to the student's Associate Dean, who must approve the leave. 
The University reserves the right to impose conditions on readmission 
from a medical leave, which may include the submission of documen- 
tation from the student's health care provider, the student's consent 
for the provider to discuss the student's condition with University 
clinicians, and/or an independent evaluation of the student's condi- 
tion by University clinicians. Students seeking to return from leave are 
encouraged to contact the Associate Dean as soon as possible prior to 
seeking readmission, but in no event later than eight (8) weeks prior to 
the desired admission date. Students seeking to return to a practicum, 
clinical, or field education placement must contact the Associate Dean 
expressing the intent to seek readmission at least a full semester before 
the desired return. 

At the time of requesting a medical leave, please consult the 
academic dean with regard to school policy concerning funding upon 
return. 

Students on Boston College's medical insurance policy may be 
eligible to continue their health insurance the semester in which they 
take a medical leave of absence and the following semester. Please con- 
sult with the Office of Student Services to learn more about this policy, 
or visit www.bc.edu/medinsurance. Students granted a medical leave 
because of a severe medical situation may be entitled to a semester's 
tuition credit to be provided upon readmission. 

Involuntary Leave of Absence 

Students may be separated from the University for academic 
reasons or for reasons of health, safety, or when a student's continuance 
at Boston College poses significant risk to the student or others. For 
additional information, visit www.bc.edu/publications/studentguide/ 
judicial.html. 

Readmission after a Leave of Absence 

In some cases, the Associate Dean may require that the student 
work out a plan of study for the following semester or for the comple- 
tion of the degree as a condition of re-admission after a leave of absence. 

In instances where a sustained period of time has elapsed since a 
student was last enrolled, the academic dean or designee of the school, 
in consultation with the school's Academic Standards Committee 
and/or the appropriate representative of the student's department will 
decide the status of student seeking readmission. In determining which, 
if any academic requirements remain to be completed after readmission 
and before awarding the degree, the factors that will be considered 
include but are not limited to: 

1. Currency of the student's knowledge in select content areas; 

2. Relevancy of courses completed at Boston College to current 
degree requirements; 

3. Rigor of courses completed at Boston College to current degree 
requirements; 

4. Academic work completed elsewhere that is relevant to degree 
requirements; 

5. Length of absence. 



26 



The Boston College Graduate Catalog 2012-2013 



Policies and Procedures 



In all readmission cases, the decision to re-admit a student will be 
based on a consideration of the best interests of both the student and 
the University. 

Readmission after a Lapse in Enrollment 

All students are required to keep their University status current. 
If a student does not do so, s/he must seek approval from the STM to 
be re-admitted to the degree program. Each degree has a term limit — a 
number of years from the date of matriculation into the degree pro- 
gram by which a student must finish the degree. These term limits are 
the following: 

M.A. and M.Ed.: 5 years 

M.T.S.: 4 years 

M.Div.: 6 years 

Th.M.: 2 years 

C.A.E.S.: 5 years 

S.T.L.: 4 years 

If a student seeks re-admission before the term limit expires, 
s/he must write the associate dean for academic affairs to request re- 
admittance before the start of the semester in which the student wishes 
to return. If granted, all courses taken towards the degree thus far will 
count toward the degree. 

If a student seeks re-admission after the term limit has expired, the 
student must re-apply through the Office of Admissions. To begin this 
process, the student should email the assistant dean for admissions and 
recruitment. If the student is re-admitted to the program, a decision 
will be made on a case-by-case basis by the associate dean for academic 
affairs as to ( 1 ) which and how many courses already taken will count 
toward the degree; and (2) any changes in requirements for graduation 
with the degree. 

Summer Courses 

M.A., M.Ed., C.A.ES. 

Summer M.A., M.Ed., and C.A.E.S. students are required to 
complete at least 24 of their 35 credit hours in summer courses of two 
credits each. Both academic-year and summer students in the MA. 
and M.Ed, programs may request to take one summer course for three 
credits if the extra credit is needed to complete their degree require- 
ments. For M.A. and M.Ed, students, this three-credit option may be 
exercised only once during the student's degree program. (Exceptions 
to this policy are sometimes required for dual-degree students.) M.A., 
M.Ed., and C.A.E.S. students may take only one course for credit in 
each two-week summer session, with the following exceptions: 

• Students may take an online or evening course in place of a 
two-week, morning course. 

• Students may enroll in Holistic Formation and/or Contextual 
Education in addition to three two-credit courses. 

• In addition to, if applicable, Holistic Formation and Contextual 
Education, students with a 3.5 GPA or above may enroll in 

a total of nine credit hours per summer, comprised of regular 

summer (morning) courses, an evening course, a directed reading 

course and/or an online course. 

Summer M.A. and M.Ed, students whose requirement is a total 
of 35 credit hours for the degree may take no more than two three- 
credit courses during the academic year. For M.A., M.Ed., C.A.E.S., 
and Ph.D. students taking a summer course for three credits, a three- 
credit form, detailing the work to be completed for the third credit and 
signed by both the student and the professor, must be returned to the 



STM Service Center by the second day of class. The Associate Dean 
for Academic Affairs decides on approval for all such requests. Students 
should assume that the request has been approved unless contacted by 
the Associate Dean. 

M.Div., M.T.S. 

For M.Div. and M.T.S. students, courses offered in semester- 
length mode must be taken in that mode. Summer courses cannot be 
used to satisfy subject area requirements for these degree programs, 
but where appropriate, courses taken in the summer can be applied 
as electives. The student should consult the relevant program director 
to determine such suitability before enrolling in summer course(s). 
Two-credit courses taken in the summer must be counted as such; no 
provision will be made to convert these courses to three credits. A maxi- 
mum of six (6) credits from summer courses can be applied towards a 
M.Div. or M.T.S. degree. 

Th.M., S.T.L., S.T.D. 

For Th.M., S.T.L., or S.T.D. students, permission of the program 
director is required before enrolling in summer courses. Two-credit 
courses cannot be applied toward these degrees. 

Summer Language Courses 

For students in all STM degree programs, summer courses in lan- 
guages are acceptable if they conform to the requirements of the degree 
program to which they are to be applied; the student should contact the 
relevant program director to determine such suitability before enrolling 
in the summer language course. 

Time-to-Degree 

Each degree has its own time limit for graduation from the date 
of matriculation into the degree program. 

M.A. and M.Ed.: 5 years 

M.T.S.: 4 years 

M.Div.: 6 years 

Th.M.: 2 years 

C.A.E.S.: 5 years 

S.T.L.: 4 years 

S.T.D.: There is no set time limit. However, S.T.D. students 
must register for the 6-credit TM 980 from the time they finish their 
course work until they graduate. 

Ph.D.: Ph.D. students should consult the GSAS website (www. 
bc.edu/schools/gsas/policies.html) for time-to-degree policy. It is 
important to note that Ph.D. students must register for the one- 
credit TM 999 (Doctoral Continuation) from the time they finish their 
coursework and until they graduate. 

Students must petition the STM for an extension if they will 
not complete the degree in the time frame indicated above. Normally, 
only one extension will be granted per student. Students should send 
a letter by U.S. mail or email to the Associate Dean for Academic 
Affairs, detailing (1) the reason the extension is needed and (2) giving 
a completion date for the degree. The Associate Dean will circulate the 
petition for extension to the student's faculty advisor and department 
chair for approval before making a final decision on an extension. The 
Associate Dean will notify the student as to whether the petition has 
been approved and the student's new graduation term. 

Transcripts 

All current graduate and professional students submit requests 
for academic transcripts through their Agora Portal at portal.bc.edu. 



The Boston College Graduate Catalog 2012-2013 



27 



Policies and Procedures 



Requests for academic transcripts may also be submitted in writing to 
the following address: Transcript Requests, Office of Student Services, 
Lyons Hall, Boston College, Chestnut Hill, MA 02467, or faxed to 
617-552-4975. 

Requests are usually processed within 48 to 72 hours of receipt. 
For more information, visit www.bc.edu/transcripts. 

Transcript/Diploma Holds 

The University will not issue diplomas or release transcripts for 
any graduate or professional student with an outstanding financial 
obligation to the University, which includes failure to complete a man- 
datory loan exit interview. 

Transfer of Credit 

STM degree students, with the exception of M.Div. students, may 
transfer a total of six graduate credits from another university or school 
of theology, subject to the following criteria: 

At the date of the student's graduation, his or her transfer credits 

may be no more than five years old; 

transfer credits must have been obtained for graduate-level 

coursework; 

each transfer course must have been taken for a letter grade and 

a minimum grade of "B" must have been earned; 

credit must not have been used in obtaining any other degree; 

and 

coursework must be relevant to the student's degree program. 

M.Div. students may transfer in 24 credits to their degree pro- 
gram. All of the above criteria must be met, except that transfer credits 
may be no more than six years old. 

Students may transfer up to 12 credits taken at the STM prior to 
degree matriculation into an STM degree program. After admission 
into the degree program, students wishing to do this should contact the 
Associate Dean for Academic Affairs. 

In order to transfer credits into your STM degree program, you 
will need to submit three forms to the STM Service Center: 

1 . Transcript containing the courses you wish to transfer in. 

2. An up-to-date program of study/ course tracking sheet indicat- 
ing the courses you've taken so far at STM, the courses you are 
hoping to transfer into the degree, and the requirements that 
you are proposing that all those courses fulfill. 

3. A completed Transfer of Credits form. 
Please follow these steps: 

1 . Check to see if you have an up-to-date program of study/course 
tracking sheet. If you know that you've recently filled one out 
with a faculty advisor or program director, obtain a copy from 
that person. 

a. If you have an updated program of study/course tracking 
sheet, bring it with you and continue with steps 2, 3, 5, 
and 6 below (skip step 4). 

b. If you don't have an updated program of study/course 
tracking sheet, follow all steps below. 

2. Stop by Admissions to ask Andrew McMillin or Donna DeRosa 
to print out the transcript containing the courses you want to 
transfer in. If they don't have the transcript on file, then contact 
the institution at which you took those courses and ask them to 
send you an official transcript. 

3. Once you have the transcript, go to the Service Center and ask 
for a Transfer of Credit form. 



4. If you don't have an up-to-date program of study/course 
tracking sheet, ask the Service Center for a blank one and fill it 
out using the transcript you have in hand as well your Boston 
College course history, which can be accessed through one of the 
computers in the front of the Service Center. 

5. Fill out the Transfer of Credit form. 

6. Hand all three forms to the person at the front desk. 

The Service Center will circulate the form to your advisor, depart- 
ment chair, and the associate dean for academic affairs (for Jesuit 
scholastics, it will also go to the director of Jesuit studies) for approval. 
The associate dean will send it on to University Student Services, who 
will transfer in the credits. If the courses do not show up on your Agora 
course history within two weeks, please contact the associate dean for 



academic 



affaii 



University Communication Policies and Student 
Responsibilities 

Official communications of the University with its currently 
enrolled graduate and professional students, including notices of aca- 
demic and administrative matters and communications from faculty 
and administrative staff, may be sent via postal service, campus mail, or 
email. To assure that these communications arrive in a timely manner, 
all enrolled students have the following responsibilities: 

Postal service and Campus mail: For purposes of written com- 
munication, the student's local and permanent addresses on record at 
the Office of Student Services will be regarded as the student's official 
local and permanent residences. All students have a responsibility to 
provide both local and permanent mailing addresses and to enter cor- 
rections through their Agora Portal if the addresses are not accurate 
in University records. Students should review their address record for 
accuracy at the beginning of each semester and again soon after submit- 
ting any corrections. 

Email: The University recognizes and uses electronic mail as an 
appropriate medium for official communication. The University pro- 
vides all enrolled students with email accounts as well as access to email 
services from computer stations at various locations on campus. All 
students are expected to access their email accounts regularly, to check 
for official University communications, and to respond as necessary to 
such communications. 

Students may forward their email messages from their University 
email accounts to non-university email systems. In such cases, stu- 
dents shall be solely responsible for all consequences arising from such 
forwarding arrangements, including any failure by the non-univer- 
sity system to deliver or retain official University communications. 
Students should send test messages to and from their University email 
account on a regular basis, to confirm that their email service is func- 
tioning reliably. 

All student responses to official email communications from the 
University must contain the student's University email address in the 
"From:" and "Reply To:" lines and should originate from the student's 
University email account, to assure that the response can be recognized 
as a message from a member of the University community. 

Withdrawal from a Course 

Graduate and professional students who withdraw from a course 
after the drop/add period will have a "W" recorded in the grade col- 
umn of their academic record. To withdraw from a course all students 
must go to the Forms page of the Office of Student Services website, 



28 



The Boston College Graduate Catalog 2012-2013 



Policies and Procedures 



print the withdrawal form, and then go to the Office of the Associate 
Dean for their school. Students will not be permitted to withdraw from 
courses after the published deadline. Students who are still registered at 
this point will receive a final grade for the semester. 

Withdrawal from Boston College 

Graduate and professional students who wish to withdraw from 
Boston College in good standing are required to file a Withdrawal 
Form in the Associate Dean's Office. In the case of students who are 
dismissed for academic or disciplinary reasons, the Associate Dean will 
process the withdrawal. 



The Boston College Graduate Catalog 2012-2013 



29 



Theology and Ministry 



The School of Theology and Ministry 

Introduction 

The Boston College School of Theology and Ministry (STM) is 
an international theological center that serves the Church's mission in 
the world as part of a Catholic and Jesuit university. The school pre- 
pares its students for ministries that are as diverse as the composition 
of the student body — Jesuits and other candidates approved for ordina- 
tion studies, women and men for lay ecclesial ministries and for service 
rooted in faith. The STM is committed to the Catholic theological tra- 
dition, rigorous academic inquiry, interdisciplinary study, ecumenical 
and interreligious dialogue, and the engagement of faith and culture. 
The STM offers graduate programs, including civil and ecclesiastical 
degrees in theology and ministry that integrate intellectual, spiritual, 
pastoral, and personal formation and reaches out to larger theological 
and pastoral communities through C21 Online learning resources, 
the publication of New Testament Abstracts, and timely continuing 
education programs. For more information, visit the STM website at 
www.bc.edu/stm. 

Admissions and Financial Aid 

Applying to the School of Theology and Ministry is straight- 
forward; however, some programs have specific requirements. Be 
sure to review carefully the requirements for your program of study. 
STM requires applicants to complete applications for its degree and 
non-degree programs online at www.bc.edu/stmprocess. The online 
application allows applicants to submit the admissions application 
form as soon as possible so that we can begin a file for you. You should 
also review the technical requirements needed to submit your online 
application. 

Admissions Requirements 
Deadlines 

Fall Admission 

Ph.D.: January 15 

All other degrees: February 1 5 (for priority financial aid 
consideration) 

Spring Admission (Except Ph.D. and S.T.D.) 
November 1 5 (for priority financial aid consideration) 
Below are the admission application requirements for all degree 
programs: 

• Online Degree Application for Admission 

• Official transcripts sent to the STM Admissions Office from all 
colleges, universities, seminaries, or theological schools that you 
have attended. Official transcripts can be sent along with other 
supporting application materials in a sealed, signed envelope. 

• Three letters of recommendation: Recommenders should be 
familiar with the applicant's academic competence. For appli- 
cants who have been out of school for a significant amount of 
time, the recommenders should be familiar with the applicant's 
professional competence. At least one recommendation should 
also speak to the applicant's character. For M.Div., M.A., 

and M.Ed, applicants, one recommender should be famil- 
iar with the applicant's ministerial potential and experience. 
Recommendations can either be sent directly from the recom- 
mender to the STM Processing Center, or submitted with other 
supporting application materials in a sealed, signed envelope. 



• Personal statement: Maximum 1,000 words. Please address the 
following areas: 

The academic, professional, and personal development that 
has motivated you to apply to the STM. Include a sketch of 
your educational background and interests, any experience you 
have in ministry and/or religious education, and any other rel- 
evant professional and volunteer experience; 

Your understanding of theological education and/or ministry in 
the context of the Church's mission; 

How you plan to apply your theological education; 

Given your experience, how you assess your principal strengths 
for theological education and/or ministry as well as your areas of 
needed development. 

• Statement of intent: (Ph.D. and S.T.D. only) Applicants should 
include additional information (up to an additional 1,000 
words) outlining your specific area and field of academic inter- 
est, how your previous academic, professional, and/or pastoral 
experience has prepared you for studies within that particular 
field, the service in the Church that one would render with the 
Ph.D./ S.T.D. degree, why you are applying to STM, and the 
faculty member(s) with whom you would like to work. 

• GRE scores: Scores need to be received directly from ETS. Our 
GRE code is 2508. In some cases, the admissions office may 
accept other standardized tests (for example, the Miller Analogies 
Test) . International students for whom English is not their 
native language can submit TOEFL scores in place of GREs. 

To inquire, please email the admissions office. The admissions 
committee may also waive this requirement for those who have 
earned a previous master's degree. No exceptions will be made 
for those applying to the Ph.D. or S.T.D. 

• Curriculum vitae or resume 

• Writing sample (Ph.D. and S.T.D. only): Academic paper, 
usually no less than 10 pages, not to exceed 25 pages. S.T.D. 
applicants are also required to submit a copy of their S.T.L. 
thesis upon its completion. 

• Major Superior Form for all applicants that are priests or mem- 
bers of religious orders. 

• $75 Admissions application fee. Jesuits, current JVC members, 
and current BC students are exempt from this fee. Email the 
admissions office at stmadmissions@bc.edu to request a waiver. 

• STM Financial Aid Form 

• Personal interviews are not required. However, the admissions 
committee may request a personal interview. 

Supporting Application Materials 

The School of Theology and Ministry is currently able to accept 
personal statements, statements of intent, curricula vitae/resumes, writ- 
ing samples, and STM Financial Aid forms online, in .pdf format only, 
through the Agora Portal. 

All supporting application materials should be mailed to: Boston 
College School of Theology and Ministry, Processing Center, P.O. Box 
270, Randolph, MA 02368-0270. 



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Please include your full name and Eagle ID number (if you have 
it) on all forms and correspondence. 
Jesuit Applicants 

Jesuit scholastic applicants must follow the instructions above. 
Additionally, international Jesuits should first contact the Assistant 
Dean for Admissions at least five months prior to their planned enroll- 
ment to discuss their plans, academic background, and language skills. 

Jesuits requiring financial assistance should be in touch with 
the school by February 15, 2012 so that names may be submitted to 
the U.S. Jesuit Conference. After this initial contact, the scholastic's 
provincial would write a letter to the rector of the Blessed Peter Faber 
Community. The letter would indicate an intent to mission the student 
to STM, request housing, and indicate if financial funding is needed. 
Funding for Jesuits from developing countries is approved by the U.S. 
Jesuit Conference in Washington DC, and the request is made by the 
rector of Blessed Peter Faber Community. All Jesuit scholastic applica- 
tions are reviewed by the Admissions Committee. 

In addition, Jesuit applicants are asked to complete a FERPA 
release form as part of the application process. This form is available 
on our website and allows us to communicate with the rector of the 
Blessed Peter Faber Community and other religious superiors about 
your application and, potentially, academic and financial matters while 
you are a student at Boston College. 
Non-Jesuit Religious Applicants 

Religious applicants who are not Jesuits must also follow the 
instructions above. Religious applicants requiring scholarship and 
parish or convent housing assistance should apply by February 15, 
2012 for the fall semester. All religious applicants are reviewed by the 
Admissions Committee. Lastly, if accepted, the Office of Admissions 
will work with the Office of International Students and Scholars to 
process all visa documentation for international applicants. 

In addition, non-Jesuit religious applicants are asked to complete 
a FERPA release form as part of the application process. This form is 
available on our website and allows us to communicate with your voca- 
tion director and/or other religious superiors about your application 
and, potentially, academic and financial matters while you are a student 
at Boston College. 
Additional Information 

All transcripts and paper-based letters of recommendation must 
be mailed to BC's STM Processing Center. No materials submitted as 
part of the application for admission can be returned or forwarded to a 
third party. The Admissions Committee will not consider an applica- 
tion until it is complete. 

Once an application is complete, it will take up to four weeks 
before you receive a decision. Ph.D. applications can take up to two 
months after our deadline before receiving a decision. Decision letters 
are mailed to the applicant's current address as reported on the admis- 
sion application. 

The Admissions Committee takes into account all of the material 
submitted with the application: grade point average (GPA), GRE or 
other standardized test scores (if applicable), TOEFL (for international 
students), letters of recommendation, work and/or volunteer experi- 
ence, and personal statement — where we look for a high level of intel- 
lectual, social, and religious maturity. 

Acceptance to a STM degree program is not guaranteed and is 
very competitive. Therefore, estimates of the likelihood of acceptance 
cannot be given to any applicant. 



Scholarship and Grant Funding 

As an international theological center providing outstanding 
academic resources and an intimate community for its members, we 
want to help you finance your studies and make it possible for you to 
join us. Boston College School of Theology and Ministry (STM) offers 
generous funding through several types of financial assistance. When 
you complete and return the STM Financial Aid Application, you are 
automatically considered for all financial assistance for which you may 
be eligible from the STM. 

Tuition scholarships are based on considerations of academic 
achievement, potential for ministry, demonstrated leadership, and 
financial need. Funding is generally renewable at the same level in 
years following the student's initial award year, assuming the student's 
need and academic standing do not change markedly. Prospective 
students are encouraged to contact the Assistant Dean for Admissions 
and Financial Aid for questions regarding the funding of your studies. 
Federal Student Loans 

In addition to scholarship and grant funding, the University par- 
ticipates in the Federal Direct Loan Program. Students can borrow up 
to the total cost of attendance, minus any funding they are receiving 
from the STM through the Direct Loan Program. To apply for the 
Stafford loan, you will need to submit a Free Application for Federal 
Student Aid (FAFSA), and also complete and submit the Boston 
College Graduate Financial Aid Application/Validation. Information 
and forms are available through the Boston College Office of Student 
Services located in Lyons Hall. Go to www.bc.edu/gradaid or call 
617-552-3300 for more information. Please note that Federal Stafford 
loans are only available for U.S. citizens and residents. Please also note 
that Federal loans are not available to S.T.L. or S.T.D. degree seeking 
students. 

Notification of your funding will occur after a decision is made 
regarding your admission into the STM. 

Please note that if you receive a scholarship after you receive your 
loan package, your loan package may have to be adjusted. Federal regu- 
lations limit the total amount of aid (including student loans) a student 
can receive. Contact the Boston College Office of Student Services if 
you have any questions about Federal loans. 
International Student Admission Requirements 

As an international theological center, STM represents the chang- 
ing landscape of the Catholic Church on the global stage by training 
priests, lay ministers, and theologians from over forty nations. While 
we continue to attract and train students from North America and 
Europe, more and more, the future leadership of the Church is emerg- 
ing from South America, Africa, India, and Asia. STM is a part of this 
movement, training some of the first indigenous professors of seminar- 
ies, universities, and theological centers in those regions. 

We encourage clergy, religious men and women, and lay students 
from all countries to apply to our programs. Below is important infor- 
mation that you should consider before applying. 
Visa Process 

When Applying 

Applicants only start securing a visa after they have been accepted 
to a program. No work on the part of the international applicant needs 
to be done toward a visa until after they receive a letter of admission, 
have confirmed intent to enroll, and have proven financial ability for 
studies. (See below.) 



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31 



Theology and Ministry 



After Being Accepted 

After being accepted, the Admissions Office will send you the 
Certification of Financial Support form for the 1-20 document. Filling 
out and returning these forms to the STM Admissions Office will 
start the process of obtaining an F-l, or student, visa to study in the 
United States, as long as you meet the financial and English language 
requirements. 

International students, who are also Diocesan priests, must obtain 
priestly Faculties to serve as priests in the Boston Archdiocese. The 
student's bishop or major superior must write to the Archbishop of 
Boston, requesting housing and facilities to function as a priest in the 
area. A copy of this letter should be sent to STM. Boston College can 
only issue an 1-20, after such facilities have been secured. 
Additional Requirements 

All applicants for whom English is not their native language must 
demonstrate proficiency in the English language. This can be demon- 
strated by an acceptable score on the TOEFL exam (Test of English as a 
Foreign Language) or by receiving a degree from a college or university 
at which English is the language of instruction. 

An acceptable TOEFL score is 550 on the paper-based exam or 
79 on the Internet exam. When taking the exam, include STM's insti- 
tutional code — 3971 — so that your scores may be sent directly to the 
school. Students cannot be accepted into any STM program without 
an acceptable TOEFL score. 

TOEFL Registration 

CN6152 

Princeton, NJ 08541, USA 

www.toefl.org 

The TOEFL score is not required if: 

1. You are a citizen of Australia, Canada (except Quebec), Great 
Britain, Ireland, New Zealand, Guyana, an Anglophone country 
of Africa, or an English-speaking country of the Caribbean. 

2. You earned your prior college or university degree in the U.S. or 
one of the countries listed above. 

3. You are currently enrolled as a full-time student in a U.S. 
degree-granting program or at an American or English-speaking 
school in one of the countries listed above and will have com- 
pleted two academic years of college/university work before 
beginning your studies at Boston College. 

GRE Exam 

If you do not already have a graduate degree (a degree beyond the 
initial first post-secondary degree) you must take the Graduate Record 
Examination (GRE). STM prefers a score of 550 or above on the ver- 
bal to be eligible for admission. Ph.D. and S.T.D. applicants are not 
exempt from taking the GRE even if they possess a graduate degree. 
STM GRE code is 2508. 

Educational Testing Service 

P.O. Box 6000 

Princeton, NJ 08541 

www.gre.org 
Permission of Superior 

All diocesan priests and members of religious orders must submit 
a letter of approval and financial support from their bishop or major 
superior. The letter must indicate complete knowledge and support 
for your studies indicating degree and semester of initial enrollment. 
The letter must be on official letterhead and signed by your superior 



or bishop. The letter should be addressed to the Assistant Dean and 
Director of Admissions and must contain contact information. STM 
will only accept original letters. 
Costs 

The United States Government requires all international students 
to prove that they have the financial means to support themselves while 
studying in the United States. If you are a member of the clergy or a 
religious, you need to document by either a bank statement or letter of 
support from your bishop or congregation that you have funds to live 
and study in the U.S. The U.S. Embassy will not issue you a visa if you 
do not have the necessary funds. Any tuition costs not covered by STM 
scholarship funds must be documented. 
Financial Aid and Scholarships 

The cost of higher education in the United States is high. STM 
awards tuition grants to international students depending on avail- 
ability, to help ease their financial burden. Partial tuition grants are 
available for international students. Students must be enrolled in a 
degree seeking program. Students must exhibit an exemplary academic 
record and personal potential. Students should be aware that, even if 
receiving a tuition grant, they still must obtain support to pay for their 
living expenses. Unfortunately, Federal loans are not available to those 
who are not U.S. citizens or permanent residents. 

All international students must show that they have sufficient 
funds or resources to pay for their tuition and living expenses dur- 
ing the course of their studies, whether support comes in the form 
of scholarships, grants, or support from a religious order or personal 
bank account. Applicants do not need to supply evidence of sufficient 
resources with their applications. Once accepted, the admissions office 
will send a form where one can document resources. 
Housing 

Housing is available for international lay students on an indi- 
vidual basis. 

Members of religious orders usually find housing with area par- 
ishes or religious communities. The Admissions Office assists placing 
religious members in such communities, though placement and hous- 
ing is not guaranteed. 

Graduate Programs 

Degree Programs 

The School of Theology and Ministry offers graduate students 
a number of degree-granting programs. Our degree programs prepare 
students for ministries that are as diverse as the composition of the stu- 
dent body — Jesuits and other candidates approved for ordination stud- 
ies, women and men for lay ecclesial ministries and for service rooted 
in faith, and scholars preparing for a career in academia. 
Master of Divinity (M.Div.) 

The School's most comprehensive program, the three-year M.Div. 
program offers a course of theological, pastoral, and spiritual formation 
to prepare students for ordained ministry, professional lay ecclesial 
ministry, or doctoral studies. M.Div. students at the STM have a dem- 
onstrated passion for ministry and service to the world, and often go 
on to careers in parish ministry, campus ministry, chaplaincy, teaching, 
and non-profit work. 

Students entering fall 2012 have a choice between the current, 
81 -credit curriculum and the newly revised 84-credit curriculum. 
Because the new 84-credit curriculum is heavily cohort-based, incom- 
ing fall 2012 M.Div. students are strongly encouraged (but not 



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required) to choose the new curriculum, which will be required for all 
students beginning with the fall 2013 incoming class. Students with 
questions about these options should contact the Associate Dean for 
Academic Affairs. 
Master of Arts in Pastoral Ministry (M.A.) 

The M.A. in Pastoral Ministry combines theological study with 
the pastoral arts. Graduates of the program go on to careers in parish 
ministry and administration, campus ministry, religious education, 
spiritual direction, faith-based social service, and hospital chaplaincy, 
among others. 

Beginning in fall 2012, students admitted into the M.A. in 
Pastoral Ministry program in the academic year will have a choice 
between remaining in the M.A. in Pastoral Ministry program or 
switching to the new MA. in Theology and Ministry program (see 
below). For students opting to remain in the academic-year MA. in 
Pastoral Ministry, the degree requires 44 credits. Beginning with the 
fall 2013 incoming class, the M.A. in Pastoral Ministry will no longer 
be an option for academic year students. 

The MA. in Pastoral Ministry will remain a 35-credit, summer 
degree program offered through the STM Summer Institute. This 
summers-only degree is designed especially for those already working in 
ministry or teaching. Over the course of up to five summers, students 
study at Boston College for six weeks each summer. The STM Summer 
Institute offers a vibrant community, joyful liturgy, and opportunities 
to explore Boston. 

In collaboration with other BC professional schools, the M.A. in 
Pastoral Ministry can be combined with an M.S.W., M.B.A., M.A. 
Counseling Psychology, and M.S. Nursing. 
Master of Arts in Theology and Ministry (M.A.) 

The M.A. in Theology and Ministry prepares students for a 
wide variety of ministries. Designed for students of all ages and career 
backgrounds, this two-year program (48 credits in the academic year) 
combines theological study with the pastoral arts. Graduates of the 
program go on to careers in parish ministry and administration, cam- 
pus ministry, religious education, spiritual direction, faith-based social 
service, and hospital chaplaincy, among others. 

In collaboration with other BC professional schools, the M.A. 
Theology and Ministry can be combined with an M.S.W., M.B.A., 
M.A. Counseling Psychology, and M.S. Nursing. 

For the fall 2012 entering class, academic-year students admit- 
ted to the M.A. in Pastoral Ministry program will be given a choice 
between staying in the M.A. in Pastoral Ministry program or switching 
to the new M.A. in Theology and Ministry degree program. Beginning 
fall 2013, the MA. in Pastoral Ministry program will no longer be 
offered to incoming students in the academic year. 
Master of Theological Studies (M.T.S.) 

The two-year M.T.S. program (48 credits) offers a broad study 
of theology with the option to specialize in an area of particular inter- 
est. With a flexible curriculum and a special focus on scholarship, the 
M.T.S. is especially appropriate for students who intend to pursue doc- 
toral studies in theology. The program is also appropriate for students 
seeking personal reflection and theological development. 
Master of Education in Religious Education (M.Ed.) 

The two-year M.Ed, program (44 credits in the academic year, 
35 credits in the summer) prepares students for careers as religious 
educators in parishes and in Catholic and other private schools. With 
a focus on both theory and practice, the program is intended for lay, 



religious, and ordained students. Students have the option of choos- 
ing a concentration in School Religion Teaching, Total Community 
Catechesis (Parish Religious Education), Catholic School Leadership, 
or Interreligious Understanding. 
Doctor of Philosophy, Theology and Education (Ph.D.) 

The Ph.D. program educates scholars in the interdisciplinary field 
of religious education. Participants take courses in theology, education, 
and religious education; faculty members from each of these areas 
serve on both the comprehensive examination committee and on the 
dissertation committee. The program is offered in conjunction with 
the Boston College Theology Department and the Lynch School of 
Education, and the degree is awarded by the Graduate School of Arts 
and Sciences. 
Master of Theology (Th.M.) 

The Th.M. is a one-year, post-master's degree (24 credits) that is 
intended to deepen and focus a student's foundational knowledge of 
theological disciplines and ministerial practice. Th.M. graduates come 
from various backgrounds and go on to use their experience in a diverse 
array of professions. Graduates take their Th.M. education and serve 
as teachers, administrators, medical doctors, advocates for refugees and 
human rights, and ecumenical ministers, as well as in numerous other 
capacities. Finally, lay students who have already completed a Master of 
Divinity and who are interested in pursing doctoral work, but believe 
they need additional course work might also consider the Master of 
Theology. 

Certificate of Advanced Educational Specialization, Religious 
Education (C.A.E.S.) 

The C.A.E.S. is a two-year (36 credits in the academic year; 
30 credits in summers) post-master's degree and is for students who 
hold masters' degrees in theology, divinity, religious education, or a 
closely related field. The program enables students to deepen their 
theological and educational expertise, develop an educational specializa- 
tion, or broaden their religious education, ministerial, and theological 
background. 
Ecclesiastical Degrees 

The ecclesiastical degrees are part of a three-degree cycle offered 
only by an ecclesiastical faculty and granted in the name of the Holy 
See. STM has one of only six ecclesiastical faculties within the United 
States. The degrees provide training in advanced theological areas, pre- 
paring students to teach in a seminary or for religious and lay leadership 
positions in the Catholic Church. 

The Bachelor of Sacred Theology (S.T.B.) is a first-level, three- 
year ecclesiastical degree granted in the name of the Holy See through 
the ecclesiastical faculty of the School of Theology and Ministry 
(STM) by virtue of its status as an Ecclesiastical Faculty accredited by 
the Vatican Congregation of Catholic Education. It is offered only in 
conjunction with the Master of Divinity (M.Div.), a three-year civil 
degree. Building on the solid theological and practical foundation 
for ordained and full-time lay ecclesial ministry established by the 
requirements of the M.Div. degree, the S.T.B. prepares one to pursue 
the Licentiate of Sacred Theology (S.T.L.), a second-level, research- 
oriented ecclesiastical degree also offered by the STM. 

The Licentiate in Sacred Theology (S.T.L.) is the second degree 
in a three-degree progression of ecclesiastical degrees. The S.T.L. 
enables students to build upon previous work and focus more on a par- 
ticular subject or field within a Catholic context. An advanced degree, 
it provides students with two full years of work above and beyond the 



The Boston College Graduate Catalog 2012-2013 



33 



Theology and Ministry 



S.T.B. or M.Div. Students use the S.T.L. to continue work in Catholic 
theological studies, prepare for doctoral work, or teach or build com- 
petence for working within the Church. Officially, it is "the academic 
degree which enables one to teach in a major seminary or equivalent 
school." The S.T.L. can open many doors for service in the Church, 
and in a number of official capacities within dioceses, religious com- 
munities, and institutions of higher learning. 

The Doctor of Sacred Theology (S.T.D.) is the culminating step 
in the three-degree ecclesiastical program. The purpose of the S.T.D. 
program is to create scholars who combine broad knowledge of a 
certain area, a critical knowledge of theological methodology, and an 
ability to contribute original research in a chosen field of study. Most 
students who complete the S.T.D. go on to teach in university faculties, 
seminaries, and theological centers. They also contribute to Church 
administration and pastoral work, using their extensive study, training, 
and expertise as resources for their community. Students interested in 
the S.T.D. usually have discerned a vocation of working within the 
Catholic Church or a related environment. As with the S.T.L., the 
S.T.D. can open many doors for service in the Church, and in a num- 
ber of official capacities within dioceses, religious communities, and 
institutions of higher learning. 

Non-Degree Programs 

The School of Theology and Ministry is committed to providing 
the opportunity for professional development and ongoing formation 
for today's Church. Every person interested in exploring the important 
issues of the Church today can find a workshop, lecture, or course to 
meet his or her interest — whether professional or personal. Our pro- 
grams are designed to fit into a variety of schedules, with day, evening, 
weekend, and online programs during the academic year, as well as 
one- or two-week courses held during the STM's Summer Institute. 
Academic Certificate Programs 

Post-Master's Certificate in Spiritual Formation 

The Post-Master's Certificate prepares ministers with a prior 
master's degree in theology or a related field to be spiritual mentors for 
persons and Christian faith communities. 

Pastoral Ministry Certificate 

The Pastoral Ministry Certificate is an 18-credit program for indi- 
viduals who wish to study a specialized area of ministry, but not enroll 
in a full master's program. 

Hispanic Ministry Certificate 

The Hispanic Ministry Certificate is a program designed to 
prepare students, ministers, and educators who are already working 
or are interested in doing so in the context of Hispanic communities 
anywhere in the U.S. 

Supervised Practicum in Spiritual Direction 

A joint offering of the STM and the Center for Religious 
Development, the Supervised Practicum in Spiritual Direction is 
designed for those interested in thorough introduction to the practice 
of spiritual direction within the Catholic tradition. 
Summer Institute 

The Summer Institute brings together leading U.S. and inter- 
national theologians to provide a rich array of learning opportunities 
in conversation with liturgies, seminars, and off-campus activities. 
In addition to individual courses for credit or audit, degrees offered 
through the STM Summer Institute are the M.Ed, in Religious 
Education and the MA. in Pastoral Ministry. 



Individual Courses 
Special Student 

Special Students at Boston College are students wishing to take 
one or more classes in the academic year. As a Special Student at STM 
you may earn academic credit without enrolling in a degree program. 
Regular tuition applies and up to 12 credit hours may be taken. Should 
you later enroll in a degree program, the credits you earn will count 
toward your degree. Special Students may cross-register at other BTI 
schools, as long as they take one course at STM. Special Students are 
also allowed to take courses for audit for one-half of the credit cost. 

Auditor 

Students not enrolled as Special Students or in a degree or certifi- 
cate program are eligible to audit one course per semester at the rate of 
$441 per credit hour. 

Minister-in-the- Vicinity 

Boston College STM offers a special audit rate for those currently 
engaged in full-time ministry (ministers, lay ecclesial ministers, priests, 
rabbis, and others) who live in the vicinity and who hold a theologi- 
cal degree. Minister-in-the- Vicinity students can audit one course per 
semester at the rate of $20 1 . 
Continuing Education 

Conferences, Lectures, Workshops, Seminar Series 

STM welcomes all as part of our commitment to making con- 
temporary theological discussion accessible to the community. Many 
events are free of charge and others have a small fee. 

Sabbatical 

Those who wish to come to Boston College for sabbatical may 
apply as a Special Student or Minister-in-the- Vicinity and create their 
own independent sabbatical experience. 

C21 Online 

C21 Online offers online courses to support the ongoing forma- 
tion of Catholic adults and parish volunteers, as well as the professional 
development of Catholic school teachers and professional lay ministers. 

For more information about any of the STM's programs, visit 
www.bc.edu/stmacademics. 

Academic Policies and Procedures 

Academic Integrity at Boston College 

Academic integrity is taken quite seriously at Boston College and 
by the dean and faculty of the School of Theology and Ministry in 
particular. STM abides by the University policy on academic integrity 
to be found in the University Policies and Procedures section of this 
catalog. The roles and responsibilities of students, faculty, and deans 
with regard to promoting academic integrity can be found there as well. 
STM students are strongly encouraged to become familiar with these 
policies and procedures, as they are held responsible for this knowl- 
edge. Students with questions regarding what constitutes a violation 
of Boston College's Academic Integrity Policy, especially with regard 
to specific courses and assignments, are invited and encouraged to ask 
these questions of their professors and the Associate Dean for Academic 
Affairs. 

STM Academic Integrity Procedures 

In the School of Theology and Ministry (STM), an Academic 
Integrity Committee (AIC) with both faculty and student members is 
to be constituted annually by the Associate Dean for Academic Affairs 
and chaired by one of the faculty members serving on the AIC. 



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When a faculty member determines that a student's work violates 
the standards of academic integrity, that faculty member should discuss 
the violation with the student and is encouraged (but not required) to 
notify the Associate Dean for Academic Affairs in writing of the inci- 
dent. If the faculty member decides to impose a grading penalty, a letter 
of notification describing the incident and the grading penalty must be 
sent to the Associate Dean for Academic Affairs. 

On receipt of such a notification the Associate Dean will notify 
the student of the allegation and the grading penalty (if any) imposed 
by the faculty member. The student will be given an opportunity to 
respond to the faculty member's notification in writing. While a case 
is pending, the student may not withdraw from or change status in 
the course. 

Each reported violation of the standards of academic integrity 
will be reviewed by the STM AIC. The Associate Dean will serve as a 
non-voting administrative resource, and will maintain the Committee's 
record of notifications and relevant materials. In cases involving stu- 
dents from more than one school, or students in joint or dual degree 
programs, the Committees on Academic Integrity of the pertinent 
schools will cooperate in their review. 

The Associate Dean will notify the faculty member bringing the 
accusation and the student that the case is under review by the AIC. 
The AIC at its discretion may interview any individual with knowledge 
pertinent to the case. 

The AIC will decide a case by simple majority vote, and the 
Associate Dean will convey to the faculty member and the student the 
committee's findings as to responsibility and recommended sanctions. 
The Associate Dean will compile a complete file of each case, to be kept 
confidential in the Dean's office. Files on students found not respon- 
sible will be destroyed. 

Penalties for students found responsible for violations will depend 
upon the seriousness and circumstances of the violation, the degree of 
premeditation involved, and the student's previous record of violations. 
The committee may simply affirm the faculty member's penalty and 
issue the student a warning, which will be kept in a confidential file in 
the Dean's Office until the student graduates and will not be reportable 
to professional schools or outside agencies; or it may recommend a dif- 
ferent grading penalty and/or impose additional administrative penal- 
ties. Such penalties may include university probation, suspension, or 
expulsion, all of which become part of a student's academic record and 
are reportable to graduate/professional schools and outside agencies. 

Appeal of the committee's decision may be made by written 
request to the Dean of the school not later than ten days following 
notice of the committee's decision, and the Dean's decision will be 
final. 

STM Academic Integrity Tutorial 

This online tutorial, developed by STM faculty, students, and 
administrators (with lots of help from offices across the University!) , 
is meant to help students understand better the importance of and 
policy regarding academic integrity at Boston College and to introduce 
them to the academic culture at the STM. As well, the tutorial serves 
as an introduction to good research practices and resources in theology 
and ministry at the graduate level. The tutorial is required of all new 
STM degree and certificate students in their first semester or summer 
of study. Students who do not complete the tutorial by the deadline 
set each semester by the associate dean for academic affairs will not be 
able to register for courses for the following term until they complete 



the tutorial. Information regarding the administration of the tutorial 
will be given at new student orientation and through email from the 
Associate Dean for Academic Affairs. 

University Communication Policies and Student 
Responsibilities 

The STM follows the policies set forth in the University Policies 
and Procedures section of this Catalog. 

Absences for Religious Reasons 

The STM follows the policy set forth in the University Policies 
and Procedures section of this Catalog. 

Academic Advising 

Students are free to form mentoring relationships with all STM 
faculty, including but not limited to their assigned advisors, and are 
encouraged to form these relationships particularly with those faculty 
working in the student's area of academic or ministerial interest. STM 
faculty welcome the opportunity to mentor students. 

All students are assigned a faculty advisor for the purpose of 
course selection upon entry into an STM degree program. Students are 
strongly encouraged to meet with their advisors once per semester to 
choose courses for the following semester. Consulting with the advisor 
ensures that when it comes time for graduation the student will have 
fulfilled the requirements of his or her program. Conversely, students 
who do not consult with advisors risk not having fulfilled their require- 
ments and then needing to take extra courses in order to do so before 
they graduate. 

Faculty advisors are assigned based on the student's degree pro- 
gram and an equitable distribution of advising among the faculty. 
Because advising is so important to the student's academic success, 
students should feel comfortable with their faculty advisors. Students 
who wish to change their advisor may do so by contacting the Associate 
Dean for Academic Affairs, requesting and giving the reason for the 
change, and identifying the faculty person whom the student wishes 
to have as his or her advisor moving forward. The Associate Dean will 
handle the matter in a way that is respectful to all parties. 

Academic Grievances 

I. Preamble 

The Academic Grievance Policy of the School of Theology and 
Ministry provides a procedure for the constructive and timely resolu- 
tion of serious academic grievances of students against faculty mem- 
bers. Resolution of such grievances should involve all parties working 
cooperatively and respectfully to obtain mutually agreed solutions. The 
grievance process first strives for mediated outcomes and only moves 
to directed outcomes when such efforts at mediation fail. All parties 
should seek resolutions at the lowest possible administrative level. 
Because the availability of evidence diminishes over time, the School 
of Theology and Ministry will not consider a grievance initiated after 
the close of the fall or spring semester immediately following the term 
in which the action giving rise to the complaint occurred. Further, the 
School of Theology and Ministry eschews and discourages frivolous 
complaints. 
II. 

Any student who believes he or she has a grievance should com- 
municate with the faculty member(s) immediately involved as soon as 
possible after the action being grieved, but by no later than the close of 
the fall or spring semester immediately following the term in which the 
action giving rise to the complaint occurred. If communication results 



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in a mutually acceptable solution, the matter shall be considered closed. 
If either party wishes to have a written statement of the outcome, the 
parties shall put the solution in writing, sign it, and each retain a copy. 
III. 

If, however, a mutually acceptable solution cannot be reached, the 
student may present the matter in writing in a timely manner to the 
chairperson of the department in which the faculty member(s) resides 
administratively. The written statement must clearly specify: (a) the 
nature of the complaint and (b) the remedy requested. The department 
chairperson must handle the matter in accordance with department 
procedures approved by the university. If there are no such procedures, 
the chairperson should proceed as follows: 

(A) After consultation with both the student and the faculty 
member(s) affected, the chairperson should proceed in a timely 
manner either to mediate the matter personally or assign it for 
mediation to one or more members of the department. 

(B) The chairperson or designated faculty mediator(s) shall then 
meet formally with the faculty member(s) involved and obtain 

a written answer to the grievance with a full explanation of the 
faculty member(s)' position. After a full investigation, the chair- 
person or assigned mediator(s) should meet again with the facul- 
ty member(s) and student involved, either separately, or jointly, 
or both, in order to work out a settlement of the problem. If 
the chairperson or assigned mediator(s) succeeds in resolving the 
grievance, he/she shall put the agreement in writing, obtain the 
signatures of all parties to the document, and provide copies of 
the agreement to all parties involved in the process. 
Should the chairperson or assigned mediator not obtain a resolu- 
tion, the chairperson, after conducting such further proceedings as he/ 
she may determine to be necessary or desirable in his/her sole discre- 
tion, shall prepare a written decision and provide a copy of it to the 
student and the faculty member(s) involved. 
IV. 

A student grievant may appeal a decision of the department or 
program chairperson to the Dean. The appeal must be made in writing 
within two weeks of the decision of the department or program chair- 
person and must specify clearly: (a) the nature of the grievance; (b) the 
remedy sought; and (c) the reason or reasons why the proposed resolu- 
tion emanating from step (III) above is not acceptable. Upon receiving 
the written appeal, the Dean or the Dean's designees must meet with 
the chairperson, faculty member(s) and student involved, separately or 
jointly, to seek a timely solution to the issues. If such procedures pro- 
duce an outcome mutually acceptable to the parties involved, it shall be 
put in writing and copies given to all of the parties. 

If no such mutually acceptable outcome should be achieved, the 
Dean or the Dean's designees shall expeditiously gather all written 
statements and evidence accumulated up to that point and conduct 
such review or such further proceedings, including hearings, as the 
Dean or the Dean's designees may determine in their sole discretion 
to be reasonably necessary to reaching an ultimate disposition of the 
issue(s). In the event of a hearing, the faculty member(s) and student 
shall each be entitled to bring an advisor drawn from the Boston 
College community for consultative purposes only. If the above process 
culminates in a mutually agreeable solution, the Dean or the Dean's 
designee(s) must put the agreement in writing, obtain the signatures 
of all parties to the document, and provide copies of the agreement to 
all of the parties. 



If the Dean or the Dean's designee(s) arrives at no mutually 
acceptable solution, the Dean shall in a timely manner convey his/her 
decision and report (or the report of his/her designee(s) as applicable) 
to the chairperson and the parties involved. The Dean's decision shall 
be final. 

Attendance 

In order to successfully complete and achieve the objectives of 
an STM course, students must attend the course meetings in order to 
engage the professor and fellow students in the teaching and learning 
dynamic. Students are responsible for being familiar with and following 
the attendance policy in the University Policies and Procedures section 
of this Catalog. In addition, the STM has its own attendance policy, 
enforced by course instructors at their discretion. Students must with- 
draw from a course in which they have been absent at least 30% of class 
meeting time. If a student with more than a 30% or greater absence 
rate does not withdraw from the course, the student will be given a 
failing grade for the course. 

Audits 

Students enrolled in STM degree and certificate programs may 
audit courses and will be charged Vi the per-credit tuition rate. Students 
will not receive financial aid/tuition remission for audited courses and 
audited courses do not count toward degree programs (but may count 
toward certificate programs). 

Students not enrolled in STM degree or certificate programs 
can apply through the Admissions Office to audit STM courses for a 
reduced rate of $441 per course. 

The STM has a reduced audit rate of $201 per course for 
Ministers-in-the- Vicinity. Please contact the Admissions Office for 
more information. 

Students cannot register to audit courses through their Agora 
accounts. Students should contact the STM Service Center or the 
Assistant Director for Financial Aid and Academic Services in order to 
register to audit a course. 

Comprehensive and Synthesis Exams 
Doctoral Students: S.T.D. 

Consult the S.T.D. Handbook for more information about 
policies and procedures for comprehensive examinations. During the 
semesters in which a student is not registered for coursework but is 
preparing for and taking comprehensives, a student must be regis- 
tered in TM 980 S.T.D. Specialized Research. In accordance with 
the University policy on grading comprehensive exams are graded 
Pass with Distinction, Pass, and Fail (see the University Policies and 
Procedures section of this Catalog). 
Doctoral Students: Ph.D. 

Consult the Ph.D. Prospectus for more information about policies 
and procedures for comprehensive examinations. During the semesters 
in which a student is not registered for coursework but is preparing for 
and taking comprehensives, a student must be registered in TM 999 
Doctoral Continuation. In accordance with the University policy on 
grading comprehensive exams are graded Pass with Distinction, Pass, 
and Fail (see the University Policies and Procedures section of this 
Catalog) . 
M.Div. Students: Synthesis Exams 

Students entering fall 2012 have a choice between the established 
M.Div. curriculum or the curriculum that was revised and approved in 
spring 2012. For students choosing the revised curriculum, synthesis 



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Theology and Ministry 



exams are taken in the third (or for part-time students, the last) year of 
the M.Div. program. Consult the M.Div. Handbook for more infor- 
mation about policies and procedures for the synthesis exams. 

Cross-Registration 

In consultation with their faculty advisors, STM students may 
cross-register into courses at other universities and schools of theology 
through the following consortia: the Boston Theological Institute, the 
Consortium, and the Graduate Consortium in Women's Studies. More 
information is available in the University Policies and Procedures sec- 
tion of this Catalog. Students can obtain a BTI cross-registration form 
at the STM Service Center. Note that 50% of coursework required for a 
Boston College degree must be taken at Boston College. 

Directed Research 

Directed research may be pursued on a specialized topic not 
currently covered in the curriculum, depending on the availability of 
faculty to work with a student. Ordinarily only one such project may 
be undertaken in the course of a master's program. Subject matter and 
requirements must be worked out with the professor. The agreement 
must be put in writing on a Readings and Research form, obtainable 
through the STM Service Center, signed by both the student and facul- 
ty member, and approved by the Associate Dean for Academic Affairs. 

Doctoral Candidacy and Continuation 

The STM follows the policy set forth in the University Policies 
and Procedures section of this Catalog. 

To register for doctoral continuation, Ph.D. students register for 
TM 999 and S.T.D. students register for TM 980. 

Doctoral Dissertation Submission 

In order to graduate, your graduation date must match your 
graduation date listed in Agora. If not, you must contact STM's 
Assistant Director for Financial Aid and Academic Services to have this 
corrected. Follow the instructions below to ensure you have completed 
all requirements. 
Submitting your Ph.D. Dissertation 

Ph.D. students should consult the office or the website of the 
Graduate School of Arts and Sciences for further instructions on dis- 
sertation submission. 
Submitting your S.T.D. Dissertation 

Please review the S.T.D. Handbook for instructions on format- 
ting your dissertation. Submit your dissertation electronically via 
eTD@BC. See the Help section of the University Libraries website for 
instructions on how to do this. 

Enrollment Status 

The STM follows the policies set forth in the University Policies 
and Procedures section of this Catalog. 

Final Examinations 

The STM follows the policies set forth in the University Policies 
and Procedures section of this Catalog. 

Foreign Language Requirements 

Students should consult individual degree program handbooks/ 
prospectuses for program-specific requirements. 



Good Standing 

A student in one or both of the following situations is considered 
to be under academic review: 

1. the student's cumulative grade point average (GPA) falls below 
3.0; 

2. the student receives a grade of "incomplete" for one-half or more 
of the courses taken in a single semester. 

If a student is under academic review at the end of a given 
semester, the student will be notified in writing by the Associate Dean 
for Academic Affairs. The student will have until the end of the fol- 
lowing semester to bring his/her GPA up to 3.0 and to complete all 
incompletes. If a student does not do these things, the Associate Dean 
may engage the student's faculty course selection advisor, the relevant 
department chair, and the Associate Dean for Student Affairs in a 
discussion as to whether and under what conditions the student may 
continue in his or her degree or certificate program. At that point, the 
student may be dismissed from the University or given further condi- 
tions to meet in order to remain enrolled in the STM. The Associate 
Dean for Academic Affairs will communicate this information to the 
student in writing as soon as possible after the meeting. 

Grading 

The STM follows the grading policies and grading scale set forth 
in the University Policies and Procedures section of this Catalog. 

Grade Changes 

The STM follows the policies set forth in the University Policies 
and Procedures section of this Catalog. 

Graduation 

For graduation policies and procedures, please see the University 
Policies and Procedures section of this Catalog. 

Incompletes 

A student may, with adequate reason and at the discretion of the 
instructor, take an incomplete in a course. A formal request form must 
be obtained at the STM Service Center and signed by the professor and 
the Associate Dean for Academic Affairs. For approval to be granted, 
a date for completion must be agreed upon between the student and 
the professor. Except in extraordinary cases, all such "I" grades will 
automatically be changed to "F" according to the following University- 
dictated schedule: 

Spring 

August 1 

Fall 

March 1 

Summer 

October 1 

See the STM Good Standing policy for the number of incom- 
pletes a student may take in a given semester or summer and remain in 
good academic standing. 

Leave of Absence and Readmission After a Leave of 
Absence 

The STM follows the policies set forth in the University Policies 
and Procedures section of this Catalog. 

Students are not eligible for STM financial aid or funding while 
on leave. When they return to the STM, students continue to receive 
the tuition remission that they were granted upon entrance into their 
degree program. 



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37 



Theology and Ministry 



Students wishing to take courses at theological institutions out- 
side of Boston College and the BTI while on leave of absence from 
Boston College are strongly advised to discuss this plan with their 
faculty advisor, the relevant department chair, and the Associate Dean 
for Academic Affairs to make sure that the courses they are planning 
to take will transfer into and be counted toward their STM degree 
program. Please see the Transfer of Credit policy for more information. 

In some cases, the Associate Dean may require that the student 
work out a plan of study for the following semester or for the comple- 
tion of the degree as a condition of re-admission after a leave of absence. 

Masters' Theses 

All M.A. and M.Ed, students are required to complete a non- 
credit thesis in or prior to the last semester of their programs. Students 
seeking more information about the thesis should obtain a Thesis 
Packet from the STM Service Center. 

M.T.S. students have the option of using one of their electives 
to do a 3-credit thesis. Students seeking more information about the 
thesis should consult the M.T.S. Handbook and/or consult the M.T.S. 
Program Director. Students should be registered for TM 880 M.T.S. 
Thesis. 

Online Courses 

M.A., M.Ed., and CA.E.S. students may take up to six credits of 
online courses toward their degree requirements. Hybrid courses are 
not included in these six credits. Other STM degree students should 
consult their course selection advisors and/or faculty program directors 
as to whether online courses would be acceptable toward their degrees. 

Pass/Fail 

Select courses are designated Pass/Fail. All requests for Pass/Fail 
credit, beyond taking courses designated Pass/Fail, must be approved 
by the student's academic advisor and the Associate Dean for Academic 
Affairs during the registration period. Students should obtain a Pass/ 
Fail form from the STM Service Center. 

• M.A., M.Ed., and CA.E.S. students may take two courses 
P/F beyond those designated as such. 

• M.Div. students may take no more than 18 credits on a 
P/F basis. 

• M.T.S. students may take no more than 12 credits on a 
P/F basis. 

• Th.M., S.T.L., and S.T.D. students may not elect to take 
any courses P/F, with the exception of the Spiritual Direction 
Practicum. 

• Ph.D. students should consult the GSAS Dean's Office. 

Prerequisites 

For students with little or no background in writing research 
papers in the humanities, students for whom English is a second 
language, and others, the Admissions Committee may decide to rec- 
ommend or require TM 73 1 Writing and Research for Theology and 
Ministry as a condition of admission into a degree or certificate pro- 
gram. This is a one-credit seminar that will utilize the writing a student 
is doing in other courses to explore various types of theological writing 
such as reflection papers, research papers, and more. 

TM 73 1 is not a remedial course and is highly recommended for 
most students. It can be used for elective credit toward the degree by 
M.A. and M.Ed, students who have not been required to take it. If the 
student is required to take this course, however, it must be taken in 
addition to the credit hours required for the degree. 



Four courses (12 credits) in philosophy are prerequisites for the 
M.Div. degree. These courses can be taken on an undergraduate or 
graduate level, and they can be taken Pass/Fail. For students who do 
not have at least 12 credits of philosophy at the time of application to 
the M.Div. program, these courses may be taken during the first year of 
the M.Div. All courses must be taken for credit and the courses them- 
selves approved by the M.Div. program director. As prerequisites for 
the degree, they do not count in the 81 credits required for the M.Div. 

Professional Ethics in Ministry Workshop 

STM's Professional Ethics in Ministry Workshop, required for 
all STM students, is intended for academic-year students as they 
begin their programs at STM. The day considers ministerial ethics in 
theological, pastoral, and legal perspectives and invites students into 
an ongoing, school-wide conversation and reflection on the nature of 
ministerial roles and the power dynamics and ethics that attend them. 
Students in ministerial degree programs (except for summers-only 
degrees) with a field education requirement (Contextual Education or 
Supervised Ministry) must fulfill this requirement before they begin 
their placements. All other students must complete the requirement 
before they graduate. Information about when the Professional Ethics 
in Ministry Workshop is offered each fall is distributed with admission 
materials. Students who have not fulfilled the requirement in their first 
semester of study will be notified of the next available date to fulfill the 
requirement by the Associate Dean for Academic Affairs. 

For summers-only MA. and M.Ed, students, the material nor- 
mally covered in the Professional Ethics in Ministry Workshop will be 
covered during the required Contextual Education course. 

Readmission After a Lapse in Enrollment 

All students are required to keep their University status current. If 
a student does not do so, s/he must seek approval from the STM to be 
re-admitted to the degree program. 

Each degree has a term limit — a number of years from the date of 
matriculation into the degree program by which a student must finish 
the degree. These term limits are the following: 

M.A. and M.Ed.: 5 years 

M.T.S.: 4 years 

M.Div.: 6 years 

Th.M.: 2 years 

C.A.E.S.: 5 years 

S.T.L.: 4 years 

If a student seeks re-admission before the term limit expires, 
s/he must write the Associate Dean for Academic Affairs to request re- 
admittance before the start of the semester in which the student wishes 
to return. If granted, all courses taken towards the degree thus far will 
count toward the degree. 

If a student seeks re-admission after the term limit has expired, the 
student must re-apply through the Office of Admissions. To begin this 
process, the student should email the Assistant Dean for Enrollment. If 
the student is re-admitted to the program, a decision will be made on 
a case-by-case basis by the Associate Dean for Academic Affairs as to 
(1) which and how many courses already taken will count toward the 
degree; and (2) any changes in requirements for graduation with the 
degree. These decisions will be based on the criteria spelled out in the 
University Policies and Procedures section of this Catalog. 



38 



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Theology and Ministry 



S. T.L. Thesis Submission 

Do not submit your dissertation online through the same process by 
which S. T.D. dissertations are submitted. Before your defense, please 
obtain from the STM Service Center an S.T.L. Thesis Defense form. 
This form comes with instructions on S.T.L. thesis submission. 

Summer Courses 

Summer M.A., M.Ed., and C.A.E.S. students are required to 
complete at least 24 credit hours in summer courses of two credits 
each. Both academic-year and summer students in M.A. and M.Ed, 
programs may request to take one summer course for three credits if the 
extra credit is needed to complete their degree requirements. For M.A. 
and M.Ed, students, this three-credit option may be exercised only 
once during the student's degree program. (Exceptions to this policy 
are sometimes required for dual-degree students.) 

M.A., M.Ed., and C.A.E.S. students may take only one course for 
credit in each two-week summer session, with the following exceptions: 

• Students may take an online or evening course in place of a two- 
week, morning course. 

• Students may enroll in Holistic Formation and/or Contextual 
Education in addition to three 2-credit courses 

• In addition to, if applicable, Holistic Formation and Contextual 
Education, students with a 3.5 GPA or above may enroll in 

a total of nine credit hours per summer, comprised of regular 

summer (morning) courses, an evening course, a directed reading 

course, and/or an online course. 

Summer students whose requirement is a total of 35 credit hours 
for the degree may take no more than two 3-credit courses during the 
academic year. 

For M.A., M.Ed., C.A.E.S., and Ph.D. students taking a summer 
course for three credits, a three-credit form, detailing the work to be 
completed for the third credit and signed by both the student and the 
professor, must be returned to the STM Service Center by the second 
day of class. The Associate Dean for Academic Affairs decides on 
approval for all such requests. Students should assume that the request 
has been approved unless contacted by the Associate Dean. 

For M.Div. and M.T.S. students, courses offered in semester- 
length mode must be taken in that mode. Summer courses cannot be 
used to satisfy subject area requirements for these degree programs, 
but, where appropriate, courses taken in the summer can be applied 
as electives. The student should consult the relevant program director 
to determine such suitability before enrolling in summer course(s). 
Two-credit courses taken in the summer must be counted as such; no 
provision will be made to convert these courses to three credits. A maxi- 
mum of six (6) credits from summer courses can be applied towards an 
M.Div. or M.T.S. degree. 

ForTh.M., S.T.L., or S.T.D. students, permission of the program 
director is required before enrolling in summer courses. Two-credit 
courses cannot be applied toward these degrees. 

For students in all STM degree programs, summer courses in lan- 
guages are acceptable if they conform to the requirements of the degree 
program to which they are to be applied; the student should contact the 
relevant program director to determine such suitability before enrolling 
in the summer language course. 



Time-to-Degree Completion and Extensions 

The STM follows the policies set forth in the University Policies 
and Procedures section of this Catalog. 

Each degree has its own time limit for graduation from the date 
of matriculation into the degree program. 

M.A. and M.Ed.: 5 years 

M.T.S.: 4 years 

M.Div.: 6 years 

Th.M.: 2 years 

C.A.E.S.: 5 years 

S.T.L.: 4 years 

S.T.D.: There is no set time limit. However, S.T.D. students 

must register for the 6-credit TM 980 from the time they finish 

their course work until they graduate. 

Ph.D.: Ph.D. students should consult the GSAS office or web- 
site for time-to-degree policy. It is important to note that Ph.D. 

students must register for the one-credit TM 999 (Doctoral 

Continuation) from the time they finish their course work and 

until they graduate. 

Students must petition the STM for an extension if they will 
not complete the degree in the time frame indicated above. Normally, 
only one extension will be granted per student. Students should send 
a letter by U.S. mail or email to the Associate Dean for Academic 
Affairs, detailing (1) the reason the extension is needed and (2) giving 
a completion date for the degree. The Associate Dean will circulate the 
petition for extension to the student's faculty advisor and department 
chair for approval before making a final decision on an extension. The 
Associate Dean will notify the student as to whether the petition has 
been approved and the student's new graduation term. 

Transcripts and Transcripts/Diploma Holds 

The STM follows the policies set forth in the University Policies 
and Procedures section of this Catalog. 

Transfer of Credit 

STM degree students, with the exception of M.Div. students, may 
transfer a total of six graduate credits from another university or school 
of theology, subject to the following criteria: 

at the date of the student's graduation, his or her transfer credits 

may be no more than five years old; 

transfer credits must have been obtained for graduate-level 

course work; 

each transfer course must have been taken for a letter grade and 

a minimum grade of "B" must have been earned; 

credit must not have been used in obtaining any other degree; 

and 

course work must be relevant to the student's degree program. 

M.Div. students may transfer in 24 credits to their degree pro- 
gram. All of the above criteria must be met, except that transfer credits 
may be no more than six years old. 

Students may transfer up to 12 credits taken at the STM prior to 
degree matriculation into an STM degree program. After admission 
into the degree program, students wishing to do this should contact the 
Associate Dean for Academic Affairs. 

In order to transfer credits into your STM degree program, you 
will need to submit three forms to the STM Service Center: 
1 . Transcript containing the courses you wish to transfer in. 



The Boston College Graduate Catalog 2012-2013 



39 



Theology and Ministry 



2. An up-to-date program of study/ course tracking sheet indicat- 
ing the courses you've taken so far at STM, the courses you are 
hoping to transfer into the degree, and the requirements that 
you are proposing that all those courses fulfill. 

3. A completed Transfer of Credits form. 
Please follow these steps: 

1 . Check to see if you have an up-to-date program of study/course 
tracking sheet. If you know that you've recently filled one out 
with a faculty advisor or program director, obtain a copy from 
that person. 

a. If you have an updated program of study/course tracking 
sheet, bring it with you and continue with steps 2, 3, 5, 
and 6 below (skip step 4). 

b. If you don't have an updated program of study/course 
tracking sheet, follow all steps below. 

2. Stop by Admissions to print out the transcript containing the 
courses you want to transfer in. If they don't have the transcript 
on file, then contact the institution at which you took those 
courses and ask them to send you an official transcript. 

3. Once you have the transcript, go to the Service Center and ask 
for a Transfer of Credit form. 

4. If you don't have an up-to-date program of study/course tracking 
sheet, ask the Service Center for a blank one and fill it out using 
the transcript you have in hand as well as your Boston College 
course history, which can be accessed through one of the com- 
puters in the front of the Service Center. 

5. Fill out the Transfer of Credit form. 

6. Hand all three forms to the person at the front desk. 

The Service Center will circulate the form to your advisor, depart- 
ment chair, and the Associate Dean for Academic Affairs (for Jesuit 
scholastics, it will also go to the director of Jesuit studies) for approval. 
The Associate Dean will send it on to University Student Services, who 
will transfer in the credits. If the courses do not show up on your Agora 
course history within two weeks, please contact the Associate Dean for 
Academic Affairs. 

Weekend Courses 

In consultation with their faculty advisors, students may take 
these as their program permits, up to the maximum of six credits. 

Withdrawal from a Course 

The STM follows the policies set forth in the University Policies 
and Procedures section of this Catalog. 

Withdrawal from Boston College 

The STM follows the policies set forth in the University Policies 
and Procedures section of this Catalog. 

Faculty 

Khaled E. Anatolios, Professor of Historical Theology; B.A., MA., 

Ph.D. (Boston College) 

John F. Baldovin, S.J., Professor of Historical and Liturgical Theology; 

A.B., M.Div., M.A., M.Phil., Ph.D. (Yale) 

James T. Bretzke, S.J., Professor of Moral Theology; B.A., M.Div., 

S.T.M., S.T.L., S.T.D. (Gregorian) 

Francine Cardman, Associate Professor of Historical Theology and 

Church History; A.B., M.Phil., Ph.D. (Yale) 



Richard J. Clifford, S.J., Visiting Professor of Old Testament and 
Professor Ordinarius, Ecclesiastical Faculty; A.B., M.A., S.T.L., Ph.D. 
(Harvard) 

James J. Conn, S.J., Professor of the Practice of Canon Law and 

Professor Ordinarius, Ecclesiastical Faculty; B.A., M.A., M.Div., A.M., 

J.D., J.C.L., J.C.D. (Gregorian) 

Dominic F. Doyle, Associate Professor of Systematic Theology; B.A., 

M.T.S., Ph.D. (Boston College) 

Philip Endean, S.J., Gasson Professor; B.D., M.A., Th.M., D.Phil. 

(Oxford) 

Christopher Frechette, S.J., Assistant Professor of Old Testament; 

B.A., M.Div., S.T.L., Th.D. (Harvard) 

Colleen M. Griffith, Associate Professor of the Practice of Theology and 

Faculty Director for Spirituality Studies; B.A., M.Ed., Th.D. (Harvard) 

Thomas H. Groome, Professor of Theology and Religious Education; 

M.Div. (equiv.), M.A., Ed.D. (Union Theological Seminary/ 

Columbia University Teachers College) 

Margaret Eletta Guider, O.S.F., Associate Professor of Missiology; 

A.B., M.Ed., M.A., S.T.L., Th.D. (Harvard) 

Daniel J. Harrington, S.J., Professor of New Testament and Professor 

Ordinarius, Ecclesiastical Facidty; A.B., M.A., B.D., Ph.D. (Harvard) 

Philip Browning Helsel, Assistant Professor of Pastoral Care and 

Counseling; B.A., M.Div., Ph.D. (Princeton) 

Thomas A. Kane, C.S.P., Associate Professor of Homiletics and 

Liturgical Practice; A.B., M.A., S.T.L., Ph.D. (Ohio State) 

Melissa M. Kelley, Associate Professor of Pastoral Care and Contextual 

Education; B.A., M.A., Ph.D. (Boston University) 

Richard Lennan, Professor of Systematic Theology and Professor 

Ordinarius, Ecclesiastical Facidty; B.A., S.T.B., M.Phil., Dr. Theol. 

(Innsbruck) 

Mark S. Massa, S.J., Professor of Church History and Dean; A.B., 

M.A., M.Div., S.T.L., Th.D. (Harvard) 

Catherine M. Mooney, Associate Professor of Church History; A.B., 

M.T.S., M.Phil., M.A., Ph.D. (Yale) 

Theresa A. O'Keefe, Assistant Professor of the Practice of Youth and 

Young Adult Faith and Faculty Co-Director of Contextual Education; 

B.A., M.Ed., Ph.D. (Boston College) 

Hosffman Ospino, Assistant Professor of Hispanic Ministry and 

Religious Education; B.A. (Equiv.), M.A., Ph.D. (Boston College) 

Nancy Pineda-Madrid, Associate Professor of Theology and Latino/ 

Latina Ministry; B.A., M.Div., Ph.D. (Graduate Theological Union) 

Jane E. Regan, Associate Professor of Theology and Religious Education; 

B.A., M.A., Ph.D. (The Catholic University of America) 

John R. Sachs, S.J., Associate Professor of Systematic Theology; A.B., 

M.A., M.Div., Dr. Theol. (Tubingen) 

Thomas D. Stegman, S.J., Associate Professor of New Testament and 

Professor Ordinarius, Ecclesiastical Faculty; B.A., M.A., M.Div., S.T.L., 

Ph.D, (Emory) 

O. Ernesto Valiente, Assistant Professor of Systematic Theology; B.A., 

M.Div., Ph.D. (Notre Dame) 

Andrea Vicini, S.J., Associate Professor of Moral Theology; B.Phil., 

B.Th., M.D., S.T.L., S.T.D. , Ph.D. (Boston College) 



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Contacts 

• General Information: 617-552-6501 
Admissions: 617-552-6535 

C21 Online: 617-552-4075 

• Continuing Education: 617-552-0185 

Undergraduate and Graduate Course Offerings 

Note: Future course offerings and courses offered on a periodic 
basis are listed at www.bc.edu/courses. 
TM 351 Faith Elements in Conflicts (Spring: 3) 
Cross listed with TH 351 

Open to STM, GA&S and Advanced Undergrad Theology major 
students 

Religious differences often appear to figure into the dehumaniza- 
tion of enemies and rationalization of violence. This course will look 
at the way key concepts such as revelation, election, and universality 
in various religions, especially in sectarian guise, affect the origins and 
progress of violent conflicts and will ask to what extent such employ- 
ment of these concepts betrays the religions themselves. It will also 
examine how far institutional interests of religious bodies make them 
vulnerable to manipulation by other parties engaged in any given 
conflict and how the religious elements and loyalties relate to other 
interests that figure into such conflicts. 
Raymond Helmick, S.J. 

TM 352 Israelis and Palestinians: Two Peoples, Three Faiths (Fall: 3) 
Cross listed with TH 352 

Open to STM, GA&S, and Advanced Undergrad Theology major 
students 

The parties in the Middle Eastern Conflict came, in 1993, to a 
watershed agreement, which had eluded them earlier, to recognize one 
another's legitimacy as peoples. The agreement has been difficult to 
maintain and to withdraw and has figured massively into the turbulent 
events in the region since that time. This course examines how, in the 
whole history of the conflict, the elements of ethnicity and faith have 
contributed to the hatreds and resentments of these peoples and the 
extent to which mutual acceptance and respect at these levels of faith 
and ethnicity can contribute to healing the conflict. 
Raymond Helmick, S.J. 

TM 569 The Crisis in Confidence in the Catholic Church (Spring: 3) 
Cross listed with TH 519 

Open to STM, GA&S, and Advanced Undergraduate Theology 
major students 

The Catholic Church, in the United States and Europe, has seen 
declining numbers both in regular church attendance and in clergy 
and religious life. Scandals have torn people's allegiance, and feelings 
of disappointment, disillusion, and anger have become widespread. 
Church authorities have seemed reluctant to acknowledge or address 
these problems and have responded with vexation to those who raise 
them, whether from Right or Left. This course will examine the roots 
of this crisis of confidence in light of the nature of the Church com- 
munity, its institutional structure ,and the historical experiences that 
have brought it to this pass. 
Raymond Helmick, S.J. 



Graduate Course Offerings 

TM 342 Faith and Conflict: Religion and Social Change in Latin 

America (Fall: 3) 

Gustavo Morello 

TM 449 Jewish Liturgy: Its History and Theology (Fall: 3) 

Cross listed with TH 449 

Ruth Langer 

TM 452 Contextual Theologies: Faith, Praxis, and Culture in 

Dialogue (Spring: 3) 

Offered periodically 

For the past half century theological reflection has been uniquely 
enriched by the particular contributions of U.S. Hispanic, Asian- 
American, and African-American Catholic theologians. Their voices 
successfully address major traditional questions that have driven 
Christian theological thought (e.g., God, Jesus, Church) in light of 
their particular socio-cultural circumstances and the lived experience of 
their communities. This course introduces students to an intercultural 
conversation among scholars from these three groups (who together 
constitute the majority of Catholics in the U.S.) on key theological 
questions while envisioning practical implications of their theologies 
for the life of the Church and its educating in faith. 
Hosffman Ospino 

TM 472 Buddhist Ethics: Ancient and Contemporary (Spring: 3) 
Cross listed with PL 472, TH 472 
John Makransky 

TM 485 From Diatribe to Dialogue: Studies in the Jewish-Christian 
Encounter (Spring: 3) 
Cross listed with HS 493, TH 485 
Charles Gallagher 
Ruth Langer 

TM 501 Theological Synthesis (Spring: 3) 

Enrollment limited. Qualified students in other programs may enroll 
as space allows. 

This is the second semester of the required, six-credit course for 
M.Div. students in their second year of residency. The course combines 
reading, lectures, written reports, and discussion groups on the follow- 
ing topics: the church — a broad examination that includes sacramen- 
tality and ministry; Christian moral life; and creation and eschatology. 
Students conclude the course by writing a short synthesis of the faith 
in collaboration with a faculty mentor; this paper serves as the basis of 
a one-hour oral examination by members of the faculty. 
John Baldovin, S.J. 
TM 505 Introduction to Catholic Social Ethics (Spring: 3) 

Often referred to as the church's "best kept secret," Catholic 
social teaching offers instructive principles for social engagement. An 
adequate understanding of the church's social tradition is particularly 
important for those in ministerial and teaching positions. Utilizing the 
key documents of Catholic social teaching, the writings of contem- 
porary ethicists and the experiences of the Church today, this course 
will provide an overview of Catholic social ethics in four parts: (1) the 
sources of Catholic social ethics; (2) the role of the church in politics; 
(3) the three pillars of Catholic social ethics; and (4) eight key themes 
of social ethics. 
Kevin Ahem 



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TM 506 Fundamental Theology (Fall: 3) 

The resources and methods of theology provide the framework 
for this course. A primary focus will be on the relationship between 
revelation, faith, and theology, which includes the role of the Bible 
and the church's doctrine. The course will also survey past and present 
methods in "doing theology," and consider the connection between 
theology and spirituality. 
Richard Lennan 
TM 508 Doctrine of God (Fall: 3) 

Using classical authors and contemporary approaches, this course 
considers how the Christian experience and understanding of God 
can be authentically (re)interpreted in the context of religious plural- 
ism and contemporary challenges to religious faith, including science 
and the "new atheism" and the problem of suffering and evil. Topics 
include the nature of religious experience and faith, the development of 
doctrine, divine agency, the relationship between religion and science, 
and Ignatian spirituality. Readings from Catherine LaCugna, Elizabeth 
Johnson, Karl Rahner, John Haught, J-B. Metz, John Paul II, Jon 
Sobrino, William Barry, and Roger Haight. 
Randy Sachs, S.J. 

TM 509 Cross-Cultural Christian Ethics (Spring: 3) 
Offered periodically 

This course considers models of fundamental Christian ethics 
in various parts of the world in order to illustrate convergences and 
divergences in terms of concerns, methods employed, conclusions 
reached, as well as prospects for cross-cultural collaboration. Two 
historical novels set in Africa (Achebe) and Asia (Endo) are read, along 
with works on cultural anthropology (Douglas), fundamental moral 
theology (Bretzke), global theological hermeneutics (Schreiter), a meth- 
odological reflection on the American moral tradition (Betsworth) and 
the 1986 movie Mission will be viewed and discussed in the context 
of Latin America liberation theology. A small group final project is 
required of all. 
James Bretzke, S.J. 
TM 510 Fundamental Moral Theology (Fall: 3) 

The Course explores Catholic moral theology in its foundations, 
relevant sources, categories, dynamics, and methods. The topics are 
studied theoretically and pastorally. They include: love and justice, 
reason and moral character, freedom and conscience, emotions and 
experience, moral action and moral acts, moral truth, goodness and 
rightness, moral law and natural law, the development of moral norms, 
sin (personal and structural), conversion and reconciliation, Scripture 
and moral reasoning, the magisterial teaching authority in moral mat- 
ters and the Catholic moral tradition, the moral person and the moral 
community, principles (e.g., double effect, common good) and virtues, 
discernment and decision-making. 
Andrea Vicini, S.J. 

TM 513 Theological Synthesis (Fall: 3) 
Prerequisite: Department permission required 
Qualified students in other programs may enroll as space allows. 
Students register for TM 501 spring semester. 

This is a required six-credit course for M.Div. students in their 
second year of residency and presumes a background in scripture and 
historical theology. It is designed to mediate an integrated and holistic 
understanding of Christian faith in terms of the foundational doctrines. 
The course combines reading, lectures, written reports, and discussion 



groups. Students conclude the course by writing a short synthesis of the 
faith in collaboration with a faculty mentor which serves as the basis of 
a one-hour oral examination by members of the faculty. 
Dominic Doyle 
Ernesto Valiente 

TM 514 The Psalms: Prayer of Israel, Prayer of Christians (Spring: 3) 
Prerequisite: No prerequisite, but TM 515 is highly recommended 
Offered periodically 

From ancient times to the present, the Book of Psalms has held 
a central role both in expressing and in shaping the faith experience of 
Jews and Christians. This course investigates the Book of Psalms with 
some attention to similar literary material from other OT and NT 
books and from other ancient Near Eastern sources. It will consider 
issues of genre, poetic features and structure, theological themes, and 
dramatic logic. The course will also examine how psalms function in 
Christian spirituality, both in the liturgy (considering the lectionary for 
Mass and the liturgy of the hours) and in personal prayer. 
Christopher Frechette, S.J. 

TM 515 The Core Narrative of the Old Testament: Genesis to 2 
Kings (Fall: 3) 

This entry-level course focuses on the Bible's core narrative, the 
Pentateuch and the Deuteronomistic History (Joshua, Judges, 1 & 2 
Samuel, and 1 & 2 Kings), which is presupposed for understanding 
much other biblical literature, including the New Testament. With 
current theological and pastoral issues in view, we will interpret bibli- 
cal texts within the cultural, historical, literary and theological contexts 
from which they emerged. Geared toward the pastoral interests of 
students, this course presents theological material and cultivates inter- 
pretive skills in greater depth than would a typical course covering the 
entire Old Testament/Hebrew Bible. 
Christopher Frechette, S.J. 
TM 527 Liturgical Preaching I (Fall: 3) 
Offered biennially 
There will be sections with a limit of six students per section. 

This course is an introduction to the art of liturgical preaching. 
Included will be discussion of the nature, content, and context of the 
homily with emphasis on developing skills of preparation, composition, 
and delivery. There will be opportunity for frequent student preaching 
with the use of videotape for teacher, peer, and self-evaluation. 
Fhomas Kane, C.S.P. 
TM 528 Death and Dying (Fall: 3) 

The study of death and dying is a complex, multidimensional, and 
evolving field. This course draws on contemporary theory and research 
to explore death and dying from multiple perspectives, including reli- 
gious, theological, pastoral, and psychological. Topics include societal 
attitudes toward death; facing one's own death; cultural features of 
death and dying; end-of-life issues; children and death; funerals and the 
use of ritual in ministry to the dying; pastoral sensitivities and skills for 
ministering to the dying; and pressing contemporary concerns, such as 
death in the workplace, institutional death, violent death, and death in 
global perspective. 
Melissa Kelley 

TM 529 Ministry and Theology of the Sacrament of Reconciliation 
(Fall: 3) 

This course treats the Roman Catholic Sacrament of Reconciliation 
from its historical, theological, moral, pastoral, liturgical, and canonical 
perspectives. The course's emphasis will be on an ongoing practicum 



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on confessional counseling, utilizing role playing of a variety of confes- 
sional cases and issues. Course will include discussion of moral, liturgi- 
cal, and systematic theology as it relates to the Sacrament. Additional 
attention will be paid to spiritual direction and pastoral counseling in 
the context of sacramental confession, as well as a number of pastoral, 
moral, and canonical issues which surface in the celebration of the Rite 
of Reconciliation. 
James T. Bretzke, S.J. 
TM 530 Contextual Education (Fall/Spring: 4) 

For academic year students, Contextual Education is a four-credit 
program. It includes a supervised field placement and a classroom 
component that lasts from September through April. Students register 
for Contextual Education during the Fall semester of their final year 
but should contact the Director of Contextual Education in the prior 
Spring semester to set up a placement. 
Theresa O'Keefe 

TM 531 Rites Practicum (Spring: 1) 
WJ Req: Word and Worship: Liturgical Practice 

A practicum designed to prepare ordination candidates in the 
Roman Catholic Church for the ministry of liturgical presidency. 
Students will meet twice a week (once for theory and once for practice) 
as well as in small groups and for videotaping. 
Thomas Kane, C.S.P. 
TM 534 The Church (Fall/Spring: 3) 

The ecclesial dimension of Christian faith is the focal point of 
this course. The course will locate the church within both a Trinitarian 
theology and a theological anthropology. Specific topics for explora- 
tion include the place of the church in the Creed, the sacramentality of 
the church, a theology of mission, and of structure and authority. The 
course will also explore current issues shaping the church's life and its 
place in the wider culture. 
Margaret Guider, O.S.F. 
Richard Lennan 
TM 535 Wisdom Literature (Fall: 3) 

Wisdom literature comprises the Old Testament books of 
Proverbs, Job, Qoheleth (Ecclesiastes), Sirach, and the Book of 
Wisdom. We will read the above-named books (plus Song of Songs) 
and trace the further development of wisdom in the Second Temple 
period, the Dead Sea Scrolls, and New Testament books influenced by 
wisdom: the Epistle of James, the Gospel of John, and such passages 
referring to wisdom as Luke 7:35 and 10:21-22; Matt 11:19 and 11:25- 
30; Eph 3:8-10; and Col 1:15-20. 
Daniel J. Harrington, S.J. 

TM 538 Directed Research in Pastoral Ministry (Fall/Spring: 3) 
The Department 

TM 539 Eucharistic Theology (Spring: 3) 
WJ Req: Systematics or Word and Worship 

This course will reflect on the theology of the Eucharist as it has 
developed throughout the history of the Church, and will seek a con- 
temporary understanding of traditional doctrines in light of Vatican II 
and the reformed ritual for the Eucharistic liturgy. 
John Baldovin, S.J. 
TM 540 Introduction to the New Testament (Fall/Spring: 3) 

A historical introduction to the New Testament and the modern 
methods used to interpret it, with attention to the life settings and 
theologies of the New Testament authors and audiences. Thus students 



will become familiar both with the content of the New Testament writ- 
ings and the ways in which scholars interpret them, laying the foun- 
dation for more advanced study of New Testament texts and topics. 
Attention will be given to the biblical roots of Christology, ecclesiology, 
and Christian life/moral theology, as well as to what we can say about 
the earliest Christian groups that lie behind our documents. 
Christopher Matthews 
Thomas Stegman, S.J. 

TM 541 The Gospel of Matthew (Fall: 3) 
Prerequisite: New Testament Intro 

A close reading of selected passages in Matthew's Gospel, along 
with considerations of its social setting, theological significance, and 
pastoral application. 
Daniel J. Harrington, S.J. 

TM 544 Meditation, Service and Social Action (Spring: 3) 
Cross listed with TH 527 
WJ Req: Pastoral Studies 

Meditations of loving communion and presence are adapted 
from Tibetan Buddhism for students of all backgrounds and faiths 
to explore. Contemplative theory, meditation guidance, daily medita- 
tion practice and writings of leading social activists mutually inform 
each other to help students freshly appropriate their own spiritualities 
as a basis for social service and social action throughout their lives. 
Contemplative theory is explored through the professor's recent book 
and through the students' deepening meditation experience. This is 
brought into conversation with weekly readings in Martin Luther King, 
Jr., Mohandas Gandhi, Thich Nhat Hanh, Michael Himes, Thomas 
Merton, Ram Dass and other social activists. 
John Makransky 
TM 546 Christology (Fall: 3) 

This course undertakes an introductory critical reflection on 
the confession that Jesus is the Christ and examines its relevance for 
Christian praxis today. We will consider the New Testament inter- 
pretations of Jesus' life and ministry and trace the historical develop- 
ment of christological doctrine. We will then consider the intersection 
between Christology and soteriology; how does Jesus save us? The 
course will conclude by looking at contemporary interpretations of 
Christ through the lens of social and cultural realities (suffering, injus- 
tice, historical consciousness, and religious pluralism) that enhance and 
sometimes challenge our understanding of Jesus Christ. 
Ernesto Valiente 
TM 547 Apocalyptic Literature (Spring: 3) 

After treating some general questions concerning apocalyptic, the 
course will focus on pertinent texts, especially the books of Daniel and 
Revelation. 

Daniel Harrington, S.J. 
TM 550 History of Western Christianity I: 100-850 (Fall: 3) 

Through lectures and primary source readings, the course surveys 
the major cultural, institutional, and theological developments of 
ancient Christianity from the time of the persecutions to the break-up 
of the Carolingian empire and the rise of medieval Christendom. 
Francine Cardman 

TM 551 History of Western Christianity II: 850-1650 (Spring: 3) 
WJ Req: Church History 

A general survey of Western Christianity, with special emphasis 
on institutional, cultural, theological, pastoral and spiritual issues. Lays 
the foundation for understanding many features of the Church today. 



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Topics include monasticism, papal politics and religious leadership, 
lay apostolic movements (e.g. beguines), heresies and inquisitions, 
scholasticism, prominent saints and their contributions (e.g. Hildegard 
of Bingen, Francis of Assisi, Ignatius of Loyola), popular devotions, 
women in the church, mysticism, the Protestant Reformation, church 
councils (e.g. Trent), missions to lands outside Europe, and early mod- 
ern Catholicism. 
Catherine M. Mooney 
TM 553 Foundations in Prison Ministry (Spring: 3) 

Dostoevsky wrote: "The degree of civilization in a society can be 
judged by entering its prisons." Today, with nearly two million men 
and women in American prisons, we lead the world in incarcerating 
our citizens. This course will introduce students to the specialized 
skills needed for effective prison ministry. It will combine classroom 
study with in-prison ministerial experience and theological reflection. 
The goal is to form future jail and prison ministers for leadership and 
advocacy for a more humane approach to criminal justice. 
Brad Brockmann 

TM 560 Critical Contemporary Ethical Issues: Cultivating the 
Common Ground (Spring: 3) 
Offered periodically 

This course considers contested ethical issues from Catholic, ecu- 
menical and cross-cultural perspectives seeking to foster development 
of a common ground approach that transcends the religious, cultural, 
political and ideological divisions that often mark these debates. The 
course employs the "Moral Triangle" method of analysis which probes 
the debates in terms of Issues (including assumptions and morally rele- 
vant features), Judgments (including truth claims and moral principles) 
and Applications (including goals and strategies). Issues treated come 
biomedical ethics (including genetics and end-of-life issues), sexual 
ethics (including gender and reproductive issues), abortion, Scripture 
and ethics, faith and politics, inculturation and cross-cultural ethics. 
James T. Bretzke, S.J. 

TM 564 Root, Rite and Reason: Understanding Sacraments/Church 
(Fall: 3) 
Liam Bergin 

TM 566 Using the Arts/Media in Teaching and Praying (Fall: 3) 
Offered periodically 

This course is designed for future teachers and ministers who wish 
to explore creative pedagogical methods in the classroom and in their 
own life. This experiential course aims to explore how the arts/media 
can enhance our lives and our teaching, and be an aid for contempla- 
tion and prayer. We will examine how various arts/media operate and 
their application for teaching and worship. The course will be divided 
thematically into various parts: visual arts, drama and ritual, and move- 
ment. There will be field trips to local art institutions, including the 
Museum of Fine Arts. Limited to ten students. 
Thomas A. Kane, C.S.P. 

TM 573 Intermediate Greek (Fall/Spring: 3) 
Prerequisite: A minimum of one year of basic Greek 

A two-semester course of readings from the New Testament and 
the Septuagint. Three credits will be awarded in the second semester. 
Daniel J. Harrington, S.J. 

TM 581 Christian Ethics and Social Issues (Fall: 3) 
David Hollenbach 



TM 604 The Practice of Ministry with Youth and Young Adults: 
Discernment in a Poly- Vocal World (Fall: 3) 

This course aims to explore elements critical to the effective 
practice of ministry for and with youth and young adults. Considering 
the broad demographics herein, this class attends to fostering the skills 
of discernment and mentoring, which would be valuable across the 
spectrum of these varied constituencies and contexts. Together the 
class explores the contexts of the ministry (ecclesial and social), identi- 
fies a vision for the work, and considers how that vision might assist 
in discerning God's action in and direction for work with youth and 
young adults. 
Theresa O'Keefe 

TM 608 1 Corinthians (Fall: 3) 
Offered periodically 
WJ Req: New Testament 

A close reading of 1 Corinthians with attention to its histori- 
cal and social setting, its rhetorical structure, and its theological and 
ecclesiological significance for our understanding of Paul's thought 
and practice, and the history of early Christianity. Thus the course will 
consist of a thorough survey of the structure, content, and key themes 
(e.g., Christology, ecclesiology, eschatology, ethics, resurrection, role of 
women) of Paul s epistle based primarily upon an exegetical analysis of 
the text with attention to current discussion in the scholarly literature. 
Christopher Matthews 
TM 612 The Apostle Paul (Spring: 3) 

A study of Paul's life, an investigation of all thirteen letters attrib- 
uted to him, and an examination of the key theological themes of these 
letters. 

Thomas Stegman, S.J. 

TM 618 Theology of the Spiritual Exercises of Ignatius Loyola (Fall: 3) 
Limited to 15 students 

The theology underlying the Exercises is both familiar and foreign 
to us today. This advanced seminar brings it into dialog with contem- 
porary theological interpretations of key topics such as: the will of God, 
vocation, prayer and discernment, divine and human action, grace and 
human freedom. Intended for advanced students with a basic familiar- 
ity of the Spiritual Exercises. Authors include Michael Ivens, William 
Barry, Karl Rahner, John Macmurray, Roger Haight and William 
Lynch. 

Randy Sachs, S.J. 
TM 624 Ignatian Spirituality: Foundations and Traditions (Spring: 3) 

"Ignatian spirituality" takes its name from Saint Ignatius of 
Loyola, founder of the Society of Jesus (Jesuits) . This course surveys 
the origins and traditions of Ignatian spirituality beginning with an 
exploration of foundational works by Ignatius, including the Spiritual 
Exercises, his Autobiography, Spiritual Diary, and selected Letters. 
We then examine the traditions, principles, and diverse applications 
of Ignatian spirituality as they are expressed in the lives and writings 
of Jesuits and other men and women (e.g. Francis Xavier, Mary Ward, 
Gerard Manley Hopkins, Pedro Arrupe, Dean Brackley, Margaret Silf). 
Catherine M. Mooney 
TM 625 John: Gospel and Letters (Fall: 3) 

A close exegetical analysis of John's Gospel and the three 
Johannine epistles, with special attention paid to Christology and 
Christian community. 
Thomas Stegman, S.J. 



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TM 629 MTS Reflection Paper (Fall/Spring: 0) 

Richard Lennan 

TM 630 Gospel of Mark (Spring: 3) 

A close exegetical analysis of Mark's Gospel, with particular atten- 
tion to Markan literary devices and to his portrayal of Jesus Christ, 
discipleship, and suffering. 
Thomas Stegman, S.J. 
TM 633 African Business (Spring: 3) 

Introduction to the exciting current state of business, politics, and 
social interactions in Africa. For the first time since wide-spread African 
political independence more than one half century ago, economic inde- 
pendence is beginning to assert itself on the continent. The purpose of 
this course will be to trace the progress being made throughout Africa 
for it to take its place among world-wide, self sufficient economies 
with sophisticated infrastructure, innovative industries, stable political 
systems, and a developing export sector. 
Frank J. Parke?; S.J. 

TM 634 Spiritual Sources of Catholic Education and Catechesis 
(Spring: 3) 

Cross listed with ED 734, TH 734 

The course is open to Catholic school teachers and administrators, 
religious educators, and anyone interested in learning more about the 
spiritual roots of Catholic education. 

Catholic education and catechesis are rooted in particular appro- 
priations of the Christian faith articulated as schools of spirituality. 
From these appropriations emerge commitments to specific charisms 
and pedagogical practices. It is imperative that Catholic educational 
efforts continue to affirm the spiritual legacies that have sustained 
schools, missions, and parochial programs throughout history. In this 
course we read some foundational texts of major schools of spirituality 
and explore how they have inspired life-giving philosophies of Catholic 
education. The guiding principle throughout the course is that a good 
philosophy of Catholic education and catechesis is always sustained by 
a deep spirituality. 
Hosffman Ospino 
TM 636 Introduction to Liturgy (Fall: 3) 

This course is an introduction to the major issues in liturgical 
theology, the rites of the Catholic Church and fundamental issues, e.g., 
music, environment, and language. 
John Baldovin, S.J. 
TM 641 The Prophets (Fall: 3) 

Prerequisite: There are no prerequisites, though a prior course in Old 
and New Testaments are desirable. 

A survey of the Old Testament prophets, including their ancient 
Near Eastern antecedents and influence in Early Judaism and the New 
Testament. The course will concentrate on the "writing prophets" from 
the eighth to the sixth century. The method will be lecture, group dis- 
cussion, and analysis of key texts. Some attention will be given to the 
contemporary meaning of the prophets and their relevance to Christian 
preaching. 
Richard Clifford, S.J. 

TM 644 Theological Foundations in Practical Perspective (Fall/ 
Spring: 3) 

A graduate-level introduction, this course offers an overview of 
contemporary Christian theology, introducing basic theological themes 
reflected in Co-Workers in the Vineyard of the Lord, e.g. the cultural 



context in which we do theology, God, being human, Jesus, reign of 
God, Church. It provides a consideration of theological methods and 
an investigation of the sources that contribute to the constructions of 
theological positions. The course is designed to explore foundational 
theological concepts from a pastoral perspective. 
Colleen Griffith 
Barbara Radtke 
TM 646 Ecclesial Ministry (Fall: 3) 

This course explores the theology, history, and spirituality of min- 
istry in the church. The emphasis will be on the ecclesial foundations 
for ministry and the relationship between ministry and the mission of 
all the baptized. The course will examine current issues in the theology 
and practice of ministry as well as the implications of ministry for the 
faith and practice of the minister. 
John Baldovin, S.J. 
TM 647 Sacraments in the Life of the Church (Spring: 3) 

This course will assist participants in developing the sacramental 
dimension of their pastoral perspective. After exploring sacrament in its 
broadest sense and other fundamental elements of Roman Catholic sac- 
ramental theology, we will examine each sacrament both in its role in 
the life of the church as well as its role in each individual's faith journey. 
We will address historical background and contemporary issues about 
the Sacraments of Initiation — Baptism, Confirmation, and Eucharist; 
the Sacraments of Healing — Reconciliation and the Sacrament of the 
Sick; and Sacraments of Vocation; Marriage and Holy Orders. 
Barbara Radtke 

TM 649 The Environment and Sustainability (Spring: 3) 
Cross listed with MJ 647 

There is widespread consensus that Planet Earth cannot easily 
support many of the demands upon its resources and structures being 
imposed upon it by the present population of the world. This state of 
disequilibrium promises to become even worse as population totals 
rise significantly in most countries. The emphasis in this course will 
be upon methods used for preserving and improving sustainability 
within the U.S. and worldwide. Fundamentals of Environmental Law, 
International Law, and Administrative Law will be stressed. Cost esti- 
mates will be examined closely. Among subject matters to be studied 
are oil, water, wind, air, and carbon sequestration. 
Frank J. Parker, S.J. 

TM 653 Nonprofits and Their Real Estate (Spring: 3) 
Cross listed with MJ 65 1 
Attendance is mandatory unless absence is excused in advance. 

This course will examine the astonishing multiplication of non- 
profit corporations throughout the American economy. Attention also 
will be paid to the similar rise in governmental entities: federal, state, 
and local. Among nonprofit and governmental subject areas to be 
studied are structures, goals, taxation, compensation, and interaction 
with the private sector. Heavy emphasis will be placed upon real estate 
needs and opportunities for expansion, contraction, and reconfigura- 
tion. Economy sectors to be examined will include higher education, 
secondary education, churches, health care delivery, and social service 
agencies. 

Parker, S.J. 



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TM 654 The Canon Law of Marriage and the Sacraments (Spring: 3) 
Offered periodically 

This course will meet every other week according to a schedule to be 
determined later. 

A study of the canonical norms governing marriage and the 
sacraments of initiation and healing in the Catholic Church. Special 
attention is given to the prenuptial preparation of couples for marriage 
and to the various grounds of nullity for failed marriages. Treatment 
of marriage and the other sacraments is directed to priests, deacons, 
and lay persons who administer and assist at them, and to those who 
prepare the faithful for their valid, lawful, and fruitful reception. 
Consideration is given to the theological basis of the law and its appro- 
priate pastoral application. 
James J. Conn, S.J. 

TM 655 Jesuit and Ignatian Spiritual Reading: A Critical Introduction 
(Fall: 3) 
Offered periodically 

An introduction to the Ignatian and Jesuit spiritual heritage, and 
to its hermeneuitcs. We will look at the tradition's development from 
its Ignatian origins in early modernity, through its institutionalization 
in the late sixteenth century, its suppression during the Enlightenment 
and its restoration in the nineteenth century. We will trace the history 
of engagement with the early sources beginning with the publication 
of the Monumenta in the 1890s, with special reference to Joseph de 
Guibert and the changes in sensibility associated with Vatican II and 
the long 1960s. Open to all who have some serious acquaintance with 
the Spiritual Exercises. 
Philip Endean, S.J. 

TM 658 The Theological Virtues (Spring: 3) 
Offered periodically 

The Church is often described as a community of faith, hope, 
and love. This course explores how some Christian thinkers have 
understood these central theological virtues. After considering New 
Testament sources, we will examine the following periods and thinkers: 
patristic (e.g. Augustine), medieval (Aquinas), reformation (Calvin), 
early modern (John of the Cross), and modern (Rahner, Lonergan, lib- 
eration theology). While special attention will be paid to the systematic 
thought of Aquinas, the goal of this course is to present a broad range 
of thinkers so that students can articulate their own account of these 
characteristic marks of Christian life. 
Dominic Doyle 

TM 659 Classics of Christian Spirituality: 1100-Present (Fall: 3) 
Prerequisite: Course in medieval or modern church history recom- 
mended but not required 

Through careful reading of representative texts from the period, 
the course will explore the variety of experiences and expressions of 
Christian spirituality from about 1100 to the present. Spiritual move- 
ments and schools of spirituality include, e.g., monastic, Franciscan, 
mystical, Protestant, Ignatian, liberationist, feminist, and lay. Class ses- 
sions: presentations and, especially, focused discussion of texts by, e.g., 
Bernard of Clairvaux, Francis of Assisi, Meister Eckhart, Catherine of 
Siena, Julian of Norwich, Luther, Teresa of Avila, Ignatius of Loyola, 
Teilhard de Chardin, Flannery O'Connor, Thomas Merton, Dorothy 
Day, and Anthony de Mello. 
Catherine Mooney 



TM 663 A Survey of Canon Law (Fall: 3) 

This course will meet every other week according to a schedule to be 

published later. 

An introductory survey of the canon law of the Catholic Church 
through an examination of the Code of Canon Law. Special attention 
is given to the rights and obligations of all the Christian faithful and of 
various groups within the Church (laity, clerics, consecrated persons) 
and to the universal and local ecclesial structures that foster and protect 
them. Parochial, educational and ecumenical issues are given due con- 
sideration. Generally not included are sacramental and marriage topics 
dealt with in TM 654. 
James J. Conn, S.J. 

TM 666 Catholics and American Culture (Fall: 3) 
Offered periodically 

This course examines the interaction between Catholic theol- 
ogy, liturgical practice, and intellectual traditions with American 
mainstream culture Using demographic, sociological, and theological 
resources, it will examines a series of specific issues: passing on the 
faith to younger generations, Catholic "market share" in the ecology of 
American denominations, the tradition of neo-Thomism, etc. 
Mark Massa, S.J. 
TM 673 Seminar: The Cross in Christian Salvation (Fall: 3) 

This seminar will deal with the question of the salvific meaning 
of Christ's suffering and death on the cross, as interpreted by major 
figures in the Christian tradition (including Irenaeus, Athanasius, 
Anselm, Aquinas, Palamas) and in modern theology (including von 
Balthasar, liberation theology, feminist theology, Eastern Orthodoxy, 
and Rene Girard). 
Khaled Anatolios 
TM 674 Introduction to Latin I (Fall: 3) 

This elementary course in Latin presumes no prior study of the 
language. Basic principles of Latin phonology, morphology and syntax 
will be treated in the weekly classes and reinforced by regular home- 
work exercises and their review in class. Emphasis will be placed on the 
vocabulary that is proper to the various theological disciplines. This 
course is highly intensive and requires significant weekly work and a 
fair measure of independent learning. 
James Conn, S.J. 

TM 675 Introduction to Latin II (Spring: 3) 
Fulfills the Latin requirement for the S.T.L. degree 

This is the second part of the Introduction to Latin course offered 
in the STM. Its objective is to enable the students to read theological, 
liturgical, biblical (Vulgate), and canonical texts with the help of a 
lexicon. It begins with unit 20 of A Primer of Ecclesiastical Latin by 
John F. Collins and completes the study of the textbook. The course 
presumes some previous study of Latin. 
James Conn, S.J. 

TM 681 Patristic and Medieval Trinitarian Theology (Spring: 3) 
Offered periodically 

This course will investigate the principal debates and achieve- 
ments in Trinitarian theology in the patristic and medieval periods, 
with a particular focus on the Trinitarian theologies of Athanasius, the 
Cappadocians, and Augustine in the patristic period, and of Richard of 



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St. Victor, Bonaventure, and Thomas Aquinas in the medieval period. 
The course will involve close reading of primary texts in their original 
languages as well as in English translation. 
Kbaled Anatolios 
Boyd Coolman 

TM 685 Professional Ministry Practicum (Fall/Spring: 6) 
Prerequisite: Students must meet with the professor before registering 
for this course 
Offered biennially 

This practicum is by permission of the instructor. Students should 
meet with the instructor early in their degree programs to allow suf- 
ficient time to plan an approved practicum experience. 

The professional ministry practicum provides students with an 
opportunity to integrate the study of theology and ministry with the 
exercise of an ecclesial or institutional identity as a professional minis- 
ter. The practicum offers a rare and invaluable opportunity to deepen 
one's ministerial identity and competency under the supervision of an 
experienced mentor. The course component offers opportunity for 
careful reflection on the ministry experience with peers. 
Melissa Kelley 

TM 699 Directed Reading (Fall/Spring: 3) 
The Department 
TM 700 Adult Believers in a Postmodern Context (Fall: 3) 

What are the dynamics that make adults ready and able to live 
effectively as people of faith in our contemporary postmodern context? 
What does it mean to be a believer in such a context and how are 
adults supported in the maturity of faith? Theology, psychology, and 
education theory all have a contribution to make in addressing these 
questions. Focused consideration is given to contemporary theories in 
adult development and adult learning. Attention is given to the impli- 
cations of this for the parish/congregation, but broader applications are 
also considered. 
Jane Regan 

TM 708 Seminar: Depictions of God in the Bible (Fall: 3) 
Prerequisite: Three courses in critical biblical exegesis, with at least one 
each in OT and NT 

For readers immersed in contemporary culture, many passages of 
the Old Testament might seem to portray the God of Israel in bizarre, 
perplexing, and even scandalous ways, e.g., depictions of God as being 
enraged, inflicting sickness, or commanding child sacrifice or the 
slaughter of cities. This seminar investigates an array of depictions of 
God preserved in variety of biblical books. We will seek to understand 
how these depictions functioned in their ancient cultural contexts and 
to draw implications for a fundamental pastoral task, that of facilitat- 
ing an encounter with God amid the ordinariness of life with all its 
paradoxes. 

Christopher Frechette, S.J. 
TM 712 Seminar: Karl Rahner (Spring: 3) 
Offered periodically 
Limited to 1 5 students 

This advanced seminar will explore the methodology and central 
themes of Rahner's theology principally through detailed analysis and 
discussion of key essays in Theological Investigations. Intended for stu- 
dents with basic familiarity with Rahner's work. Essays will be chosen 
on the basis of the particular interests of the participants at the first 
meeting of the seminar. 
Randy Sachs, S.J. 



TM 713 Jesus and Paul and Virtue Ethics (Spring: 3) 
Offered periodically 

An examination of select texts in John s Gospel, 1-3 John, and 
Revelation with a focus on their possible contributions to virtue ethics 
and issues in moral theology today. 
Daniel Harrington, S.J. 
James Keenan, S.J. 
TM 716 Seminar: Thomas Aquinas on God (Fall: 3) 

A close reading and systematic examination of Aquinas' doctrine 
of God in the prima pars of the Summa theologiae. Concurrent read- 
ings from other parts of the Summa theologiae and from other texts 
of St. Thomas will also be used. In addition, modern interpretations 
and criticisms will accompany each week's reading from Aquinas. 
This seminar is an advanced course intended primarily for students in 
doctoral, STL, and ThM programs, as well as senior M.Div. and MTS 
students preparing for further research. 
Dominic Doyle 
TM 717 Education of Christians: Past, Present, and Future (Spring: 3) 

The history of the church's educational ministry serves to enlight- 
en its present pastoral praxis. Students in this course read original and 
classical documents as a treasury of wisdom for religious education and 
pastoral ministry. The course will closely parallel the history of theol- 
ogy, of the church, and of Western education. 
Thomas Groome 

TM 718 Seminar: Early Christian Ethics (Fall: 3) 
Prerequisites: Early church history and moral theology 

An examination of major ethical themes and issues in early 
Christian life from the second through the sixth centuries (Apostolic 
Fathers through Gregory the Great). The goal of the seminar is to 
explore the range of approaches and sources for Christian ethics in this 
period through extensive reading and discussion of primary sources 
(homilies, letters, apologetic writings, ethical and theological treatises) 
and through seminar presentations. A final research paper allows for 
in-depth work on a particular figure or topic. 
Francine Cardman 

TM 726 Seminar: Magisterium and Contemporary Moral Debates 
(Fall: 3) 
Offered periodically 

This seminar considers the Magisterium's office to teach authori- 
tatively in matters relating to faith and morals in reference to the 
charism's theological foundations and its development in contempo- 
rary moral debates. Using the traditional methodological models of 
a status quaestionis (state of the question) and/or quaestitio disputata 
(disputed question) the seminar will then turn to a consideration of 
selected contemporary moral debates selected by the class, especially in 
the areas of bioethics, health care and end-of-life issues, reproductive 
technologies, and some questions related to sexual and marital ethics. 
James Bretzke, S.J. 

TM 730 Holistic Formation for the Practice of Ministry (Fall/ 
Spring: 1) 

Holistic Formation meets for the first time the week of September 
17, 2012. 

Graded on pass/fail basis 
One credit awarded for the spring semester 

This two semester program, a requirement for first year M.A. in 
Pastoral Ministry and Master of Education students, cultivates practic- 
es for integrating faith, life, and ministry through prayer and reflection 



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on central themes of spirituality for ministry. The program consists of 
two parts. First, a student commits to a small faith community, which 
meets twelve times during the academic year under the guidance of a 
trained facilitator. Second, a student creates a spiritual formation plan 
(SFP), the components of which may be fulfilled throughout the dura- 
tion of one's degree program. 
Barbara Quinn, RSCJ 

TM 731 Writing and Research for Theology and Ministry (Fall: 1) 
Offered biennially 

This course provides an introduction to writing and research for 
students engaged in STM degree programs. In the conviction that 
writing for theology and ministry invites a practical integration of theo- 
logical, ministerial, and wider social worlds in its diverse modes of com- 
munication, this course imagines writing, research, and the theological 
and pastoral questions that engender them as integrated parts of an 
ongoing process of inquiry, reflection, and practice. Its goal is to invite 
students into that process through the questions arising from their own 
theological and ministerial study, engagement, and reflection. 
Lucretia Yaghjian 

TM 733 Seminar: Three Doctors of the Church: Catherine of Siena, 
Teresa of Avila, and Therese of Lisieux (Fall: 3) 
Offered periodically 

Just three women have been designated Doctors of the Church. 
They were, variously, church reformers, subjects of inquisitions, found- 
ers of religious movements, counselors to prelates, spiritual directors, 
theologians, visionaries, mystics, religious nun or laywoman. We will 
examine how world events, ecclesiastical politics, and theological 
currents shaped and were shaped by their contributions. The course 
will examine their writings; how each women understood herself, the 
Church, and Christian life in their respective eras; how their contempo- 
raries understood or misunderstood them; what motivated twentieth- 
century popes to declare them Doctors of the Church; and what they 
have to teach us today. 
Catherine Mooney 

TM 747 Seminar: Body, Gender, Sexuality: Augustine and the 
Cappadocians (Spring: 3) 

Prerequisites: Previous course in early church history or theology and in 
systematic theology or ethics. 
Offered periodically 
Permission required; enrollment limited to 14 

The seminar will explore inter-related aspects of body, gender, 
and sexuality in the neology, ethics, and preaching of Augustine, Basil 
of Caesarea, Gregory of Nyssa, and (though not a Cappadocian) John 
Chrysostom on some points. Major topics include: creation and the 
body; Eve/woman as helpmate; gender complementarity; sin and sexu- 
ality; marriage and procreation; virginity and continence; the debate 
over marriage. Sources include commentaries on Genesis 1-3, theologi- 
cal and ascetical treatises, sermons, and letters. 
Francine Cardman 

TM 748 Introduction to Pastoral Care and Counseling: A Narrative 
Approach (Fall/Spring: 3) 
Offered biennially 

In this introduction to pastoral care and counseling, you will 
reflect on the discipline as a charism for the whole people of God that 
can be practiced in empowering and teachable ways. Focusing on how 
people shape their lives through stories, you will explore congregational 
and personal family systems and self care practices. Particular topics to 



be addressed will be family counseling, violence, crisis ministry, depres- 
sion, substance abuse, and boundaries in ministry. You will explore 
the theological horizons of pastoral care and counseling, including 
the interface between counseling ministry, sacramental ministry, and 
Ignatian spirituality. 
Philip Browning Helsel 
TM 749 Trauma and Addiction (Fall: 3) 

This course will explore recent research on the relationship 
between trauma and theology, describing both the effects of trauma — 
including symptoms such as addiction — and its theological and spiri- 
tual consequences. A central thesis of the course is that trauma inter- 
feres with both personal and communal memory. Students will review 
several approaches to trauma therapy, including those that help a 
person recover memory in a safe atmosphere — specifically using guided 
imagery — and surround that survivor with a community of memory. 
Attention will be given to healing both survivors and perpetrators and 
particularly addressing systems that attempt to silence trauma survivors. 
Philip Browning Helsel 

TM 751 Supervised Practicum in Spiritual Direction (Fall/Spring: 6) 
Prerequisite: An interview, preferably a month before the start of fall 
semester, to discuss prerequisites and background is a necessary step 
before registering for this practicum. 
Graded pass/fail 

This practicum is a two-semester, six-credit course in which stu- 
dents direct 3 to 5 persons, receive supervision, and attend a three-hour 
seminar every week. Assigned readings, verbatims, and two term papers 
are part of the course. 
Ellen Keane 

TM 754 Theology of Culture (Spring: 3) 
Offered periodically 

This course explores the relationship between theology and culture 
through the following questions: How do particular cultures shape 
Christian faith? How has the Church, for better or worse, changed (or 
failed to change) the various cultures into which it has been received? 
How are rapid advances in technology shaping culture and how should 
the Church respond? How do theologians navigate between their 
local context and global economic realities that influence all locales? 
How does the study of culture, which integrates the various branches 
of inquiry into human meaning, challenge and invigorate theological 
reflection? 
Dominic Doyle 

TM 755 Women in Ministry (Spring: 3) 
Offered periodically 

This course aims to help women develop their understanding of 
the practice and theology of ministry by taking experiences of minis- 
try with and by women as a starting point for reflection. Developing 
feminist process is also a goal of the course. Part of the syllabus will be 
determined on the basis of participants' interests and goals; there will 
be opportunities to share leadership of class sessions. Resources from 
feminist theology, spirituality, theory, and ethics will inform the work 
of the course, along with church documents and sources from the social 
sciences. 

Francine Cardman 

TM 767 Ministry in a Diverse Church: Latino Perspectives and 
Beyond (Fall: 3) 

Catholicism in the United States is presently shaped by rich 
cultural traditions that demand creative approaches to ministry in 



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the midst of diversity. Nearly 45% of all Catholics in the country are 
Hispanic, 40% Euro-American, 4% Asian-American, 3.7% African- 
American, among others. Students in this course explore key questions 
and discuss ministerial strategies that will help them develop cultural 
competencies for effective ministry today. The course builds on the 
U.S. Latino/a Catholic experience as a case study while addressing core 
issues in ministry that affect everyone in the Church. Ecumenical and 
international perspectives are welcomed into this conversation. 
Hosffman Ospino 

TM 780 Advanced Professional Ministry Practicum (Fall/Spring: 3) 
Prerequisite: Completion of the Professional Ministry Practicum 

The Advanced Professional Ministry Practicum provides advanced 
M.Div. or Th.M. students with opportunities for exercising ministerial 
leadership in settings requiring both advanced ministerial experience 
and professional expertise in a field other than theology. The aim is to 
conjoin expertise in another professional field (e.g., health care, law, 
economics, social work, education, international affairs, etc.) with the 
practice of ministry. The student is mentored by experienced ministers. 
The course component offers opportunity for careful reflection on the 
experience with peers. Students should meet with the instructor early 
on to allow sufficient time to plan an approved practicum experience. 
Melissa Kelley 

TM 787 Diaconate Practicum (Fall/Spring: 3) 
Prerequisite: Completion of the Professional Ministry Practicum 

The Diaconate Practicum provides advanced M.Div. or Th.M. 
students with opportunities for ministering as a deacon in parish 
settings while being mentored by experienced ministers. The course 
component offers opportunity for careful reflection on the experience 
with peers. Students should meet with the instructor early on to allow 
sufficient time to plan an approved practicum experience. 
Melissa Kelley 

TM 791 Spirituality and Justice: Twentieth Century Writings 
(Spring: 3) 

This course will survey spiritual writings from the twentieth cen- 
tury, examining the generative themes that are suggestive for our time 
and foundational in the construction of a contemporary spirituality. 
Authors will include Thomas Merton, Evelyn Underhill, Teilhard de 
Chardin, Dorothy Day, Annie Dillard, Johannes Baptist Metz, and 
Martin Buber. The course is taught with an eye toward leadership in 
spiritual formation. 
Colleen Griffith 

TM 799 Advanced Directed Reading (Fall/Spring: 3) 
The Department 
TM 801 Mariology (Fall: 3) 
Offered periodically 

How are we to account for the upsurge in interest regarding 
Mary both within and beyond Christian churches around the world? 
Mindful of this question, the course surveys the origins and develop- 
ment of Marian doctrine and devotion using a fourfold method of 
theological inquiry (dogmatic, historical, social scientific, aesthetic). 
Conscious of the interactive dynamics of religion, culture, politics and 
social change, the course examines selected themes, claims, and contro- 
versies that pertain to the contemporary study of Mary. The course also 
explores the significance of Marian art, music, literature, film and sites 
of pilgrimage for spirituality and theological imagination. 
Margaret Guider 



TM 802 Seminar: Theology, Education and Liberation (Spring: 3) 

What does it mean to "teach as Jesus taught," especially in situa- 
tions where human dignity is threatened and compromised by vulner- 
ability, catastrophe, terror, uncertainty, and misery? Using the writings 
of Brazilian theorist Paulo Freire as a point of reference for theological 
inquiry and critical reflection, this course sets Freire's insights in con- 
versation with those of contemporary biblical scholars, theologians, 
educators and philosophers who believe "another world is possible." 
The course examines the interconnectedness of love, hope, faith, free- 
dom, wonder, dialogue and moral agency in promoting the Gospel of 
life and counteracting the "culture of death." 
Margaret Guider, O.S.F. 

TM 806 Identity: From Discovery to Integration (Spring: 3) 
Prerequisites: Prior coursework in youth and young adult ministry and/ 
or developmental theory and permission required. 

The intent of this course is to consider the process of identity 
formation in adolescents and young adults. Recognizing that the need 
to form personal identity only comes to the fore in adolescence and is 
refined and integrated throughout adulthood, this course will examine 
the questions and concerns that surround that discovery and integra- 
tion process. Rather than posit an "answer," participants in this course 
will pursue the question: how might we attend ministerially to young 
people growing through this process? It will be conducted in seminar 
format, whereby participants will be responsible for conducting topic 
discussions for the class. 
Theresa O'Keefe 
TM 811 Development of Christological Doctrine (Spring: 3) 

Jesus' question to his disciples, "Who do you say that I am?" (Mk 
8:29) received a definitive response in Church doctrine only through a 
long and tumultuous process of development. In seeking to formulate 
our own responses to this question, we need to appropriate the contents 
of this process. The project of this course is to integrate contemporary 
questions with those that generated the development of christological 
doctrine so that we may delve deeper into the mystery of the human- 
divine identity of Jesus Christ. 
Khaled Anatolios 

TM 813 Theological Bioethics: From the Basics to the Future 
(Spring: 3) 

The Course addresses, first, the basics issues in bioethics focusing 
on the beginning of human life (reproductive technologies, prenatal 
diagnosis, abortion), biomedical research (transplantation, AIDS, genet- 
ic research, stem cell research) , sustainability, and the end of human life 
(palliative care, vegetative state, euthanasia). Second, it discusses the 
bioethical concerns raised by developing biotechnologies (e.g., neurosci- 
ences, oncofertility, nano technology, cyborg technologies). By studying 
the current theological debate and the Catholic Magisterium, principles 
and theories will be highlighted aiming at supporting personal decision- 
making and pastoral service. 
Andrea Vicini, S.J. 

TM 815 Theological Anthropology (Spring: 3) 
Offered periodically 

What is the Christian vision of humanity? This course examines 
key aspects of human life in the light of Christian revelation including: 
the human person as created in the image of God; finitude, suffering, 
and sin; forgiveness and sanctification; grace and nature; gender and 



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sexuality; community; and Ignatian spirituality. Readings from Rahner, 

Balthasar, Ernest Becker, Lisa Cahill, Anne Carr, Mary Aquin O'Neill, 

David Kelsey, Roger Haight, Michelle Gonzalez and others. 

Randy Sachs, S.J. 

TM 816 Sharing Faith in Religious Education and Pastoral Ministry 

(Fall: 3) 

This course will propose the foundations for a participatory and 
empowering approach to religious education and pastoral ministry. 
Such foundations include the theological anthropology, ecclesiology, 
soteriology and eschatology that should undergird religious education 
and ministry. Through shared reflection on praxis and on course read- 
ings, participants will be invited to appropriate and make decisions 
about their own approaches to the ministry of "sharing faith." 
Thomas Groome 

TM 817 Global Health and Theological Ethics (Fall: 3) 
Offered periodically 

The Course engages theological ethics in promoting global health 
as an urgent good and right that is integral to a vision of just society. 
Global health challenges (from HIV/ AIDS to poverty and underdevel- 
opment) are studied by highlighting international examples (from Asia, 
Africa, and the Americas) that help to identify the theological agenda 
and to implement it. Public health concerns and universal health cover- 
age are part of this agenda worldwide. The course's theological analyses 
and proposals rely on Catholic and Protestant insights (from social 
doctrine to philosophical and theological bioethical discourse). 
Andrea Ficini, S.J. 

TM 818 M.Div. Professional Development Seminar (Spring: 1) 
Margaret Guider, O.S.F. 

TM 819 Integrating Faith, Counseling and Service of Justice 
(Spring: 3) 

What are the spiritual and theological resources that energize 
persons to serve in ministries of personal and social justice? How does 
a vocation of care unite diverse fields such as pastoral ministry, social 
work, and counseling? In this advanced course in pastoral care and 
counseling you will explore these questions by examining the implicit 
theological and spiritual components, histories and themes, of the 
psychotherapeutic "schools." This course help you access resources to 
support your own vocation as a person who gives care and seeks justice. 
Philip Browning Helsel 
TM 821 Grief and the Bible (Spring: 3) 
Graduate students only 
Maximum 24 students 
Fulfills M.T.S. Bible Core and M.Div. OT Core 

Grief, a universal and timeless human experience, is the response 
to painful loss. This interdisciplinary course will consider the grief 
experience in light of both biblical and pastoral studies. We will bring 
consideration of the interpretation of biblical texts into conversation 
with critical aspects of grief, including attachment and separation, nar- 
rative disruption, and meaning-making after loss and trauma. We will 
consider how engagement with biblical texts within communities of 
faith might serve specific sacramental and pastoral purposes, including: 
to articulate and to hold the human experience of loss and grief; and to 
enable transformative and healing encounters with God. 
Christopher Frechette, S.J. 
Melissa Kelley 



TM 822 Human Genetics and Biotechnologies: Challenges for 
Theological Ethics (Spring: 3) 
Offered periodically 

The course examines, first, the ethical issues raised by human 
genetics. It focuses on: genetic information, testing, screening, therapy, 
pharmacogenomics, and enhancement. Second, it studies new bio- 
technologies that rely on genetics (synthetic biology and regenerative 
medicine). Third, it discusses current bio technological developments in 
neurosciences, oncofertility, nanotechnology, cyborg technologies, and 
artificial intelligence. In dialogue with philosophers and theologians, 
the proposed theological approach addresses the ethical issues that sur- 
face in research, in clinical practice, and in pastoral settings. 
Andrea Vicini, S.J. 

TM 823 Seminar: Jesuits and Theology (Spring: 3) 
Offered periodically 

Starting from two conceptions of "Jesuit theology" put forward by 
Avery Dulles and Christophe Theobald, this seminar will take as pri- 
mary texts a wide-ranging selection from Jesuit theologians (dogmatic 
and moral) from the sixteenth century onwards, supported as appropri- 
ate by materials conventionally studied under the heading of Ignatian 
and Jesuit spirituality. The aim will be for the group to explore together 
what it might mean to do theology at once in the modern academy and 
in the Jesuit/Ignatian tradition. 
Philip Endean, S.J. 
TM 826 Introduction to the Old Testament (Spring: 3) 

An introduction to the entire Old Testament according to the 
Roman Canon through a combination of lectures, assigned readings, 
and sections. Certain books will be highlighted because of their impor- 
tance or representative character: Genesis, Exodus, Deuteronomy, Job, 
Psalms, and Isaiah. 
Richard J. Clifford, S.J. 
TM 840 Master of Divinity Closure Seminar (Spring: 3) 

This seminar promotes the integration of theory and practice, 
as well as formation, for collaboration and partnership in ministry. 
Discussions, group work, and team projects are some of the compo- 
nents of the seminar, which concludes with the M.Div. Convocation in 
April. The seminar brings closure to the M.Div. program by providing 
a structured forum for collectively exercising and applying the skills and 
knowledge acquired during the degree program. 
Thomas Kane, C.S.P. 

TM 854 Catholic Higher Education (Spring: 3) 
Cross listed with ED 854 

This course will offer an historical overview, a survey of current 
scholarship and related Church documents, and an examination of 
the role of Catholic higher education, particularly in the U.S., and its 
relationship with the Church and society. This course will also engage 
students in an analysis of contemporary issues facing Catholic higher 
education, particularly faith and reason, the Catholic intellectual tra- 
dition, Catholic social thought, governance and leadership models, 
student development, and institutional mission, identity, and culture. 
Michael James 

TM 857 Legal Aspects of Real Estate (Spring: 3) 
Cross listed with MJ 857 
Not open to undergraduates 
Attendance is mandatory unless absence is excused in advance. 

This team-taught course will emphasize current contested areas in 
real estate development practice. Subjects in commercial practice, such 



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as acquisition and disposition, restructuring, taxation, tax abatements, 

financing, marketing, zoning, and sustainability and the like, will be 

discussed. Leading real estate practitioners will be invited to class to 

make presentations on their current construction projects. 

Frank J. Parker, S.J. 

TM 867 Violence and Forgiveness (Spring: 3) 

John McDargh 

TM 868 Religion and Higher Education (Fall: 3) 

This course explores the historic relationship between religion 
and higher education, primarily within the American context. After 
preliminary discussion of the nature of education and religion, it exam- 
ines church-related higher education in the U.S. as well as the role and 
place of religion in the academy at large. Topics include secularism, 
modernity, and challenges to Christian higher education; religious 
pluralism; religion in secular higher education; legal issues surround- 
ing religion and higher education; and modernism, post-modernism, 
post-secularism, and the tensions and opportunities that these cultural/ 
intellectual movements pose for religion and higher learning. 
Michael James 

TM 880 M.T.S. Thesis (Fall/Spring: 6) 
Dominic Doyle 

TM 881 Th.M. Thesis (Fall/Spring: 6) 
Thomas Kane, C.S.P. 

TM 882 Psychotherapy and Spirituality (Fall: 3) 
Cross listed with TH 880 

Participants explore the theoretical and practical integration of 
theological and psychological perspectives in the practices of clinical 
psychotherapy and pastoral counseling and spiritual direction. 
Harry John McDargh 

TM 888 Masters Interim Study (Fall/Spring: 0) 
The Department 

TM 920 Ph.D. Comprehensive Examinations (Fall/Spring: 0) 
The Department 

TM 980 S.T.D. Specialized Research (Fall/Spring: 6) 
Randy Sachs, S.J. 

TM 985 S.T.L. Thesis (Fall/Spring: 9) 
Thomas Stegman, S.J. 

TM 990 S.T.L. Continuation (Fall/Spring: 0) 
Offered biennially 
The Department 

TM 999 Ph.D. Continuation (Fall/Spring: 1) 
The Department 



The Boston College Graduate Catalog 2012-2013 



51 



Administration and F acuity 



THE BOARD OF TRUSTEES 
Kathleen M. McGillycuddy, Chair 
John F. Fish, Vice Chair 
T. Frank Kennedy, S.J., Secretary 
Drake G. Behrakis 
Patricia L. Bonan 
Matthew J. Botica 
Cathy M. Brienza 
Karen Izzi Bristing 
John E. Buehler, Jr. 
Darcel D. Clark 
Charles I. Clough, Jr. 
Juan A. Concepcion 
Margot C. Connell 
John M. Connors, Jr. 
Robert J. Cooney 
Kathleen A. Corbet 
Leo J. Corcoran 
Robert F. Cotter 
Claudia Henao de la Cruz 
John R. Egan 
William J. Geary 
Susan McManama Gianinno 
Janice Gipson 
Kathleen Powers Haley 
Christian W.E. Haub 
Michaela Murphy Hoag 
John L. LaMattina 
Timothy R. Lannon, S.J. 
William P. Leahy, S.J. 
Peter S. Lynch 
T.J. Maloney 

Douglas W. Marcouiller, S.J. 
Peter K. Markell 
David M. McAuliffe 
William S. McKiernan 
Robert J. Morrissey 
John V. Murphy 
R. Michael Murray, Jr. 
Stephen P. Murray 
Brien M. O'Brien 
David P. O'Connor 
Brian G. Paulson, S.J. 
Richard F. Powers III 
Thomas F. Ryan, Jr. 
Rev. Nicholas A. Sannella 
Philip W. Schiller 
Susan Martinelli Shea 
Marianne D. Short 
Pat T. Stokes 
Richard F. Syron 
Elizabeth W. Vanderslice 
David C. Weinstein 



The Corporate Title of Boston College is Trustees of Boston College. 



THE OFFICERS OF THE UNIVERSITY 

William P. Leahy, S.J., Ph.D., Stanford University 

President 

J. Donald Monan, S.J., Ph.D., University of Louvain 

University Chancellor 

Cutberto Garza, M.D., Ph.D., Baylor University/Massachusetts 

Institute of Technology 

Provost and Dean of Faculties 

Patrick J. Keating, Ph.D., Michigan State University 

Executive Vice President 

Daniel Bourque, M.S., Northeastern University 

Vice President for Facilities Management 

Michael Bourque, B.S., University of Iowa 

Vice President, Information Technology 

John T. Butler, S.J., Ph.D., Loyola University Maryland 

Vice President for University Mission and Ministry 

Mary Lou DeLong, B.A., Newton College of the Sacred Heart 

Vice President and University Secretary 

James J. Husson, M.B.A., University of Rochester 

Senior Vice President for University Advancement 

Thomas J. Keady, B.A., University of Massachusetts-Boston 

Vice President for Governmental & Community Affairs 

Thomas P. Lockerby, B.A., Harvard University 

Vice President, Development 

James P. Mclntyre, Ed.D., Boston College 

Senior Vice President 

Peter C. McKenzie, M.B.A., Babson College 

Financial Vice President and Treasurer 

William B. Neenan, S.J., Ph.D., University of Michigan 

Vice President and Special Assistant to the President 

Patrick H. Rombalski, Ph.D., University of Pennsylvania 

Vice President for Student Affairs 

Leo V. Sullivan, M.Ed., Boston College 

Vice President, Human Resources 

CHIEF ACADEMIC OFFICERS 

Andrew Boynton, M.B.A., Kenan-Flager Business School, 

University of North Carolina at Chapel Hill 

Dean, Carroll School of Management 

Rev. James P. Burns, Ph.D., Northeastern University 

Interim Dean, The Woods College of Advancing Studies; 

Interim Dean, The Summer Session 

Patricia DeLeeuw, Ph.D., University of Toronto 

Vice Provost for Faculties 

Susan Gennaro, R.N., D.S.N., FAAN, 

University of Alabama at Birmingham 

Dean, Connell School of Nursing 

Alberto Godenzi, Ph.D., University of Zurich 

Dean, Graduate School of Social Work 

Donald Hafner, Ph.D., University of Chicago 

Vice Provost for Undergraduate Academic Affairs 

Maureen Kenny, Ph.D., University of Pennsylvania 

Interim Dean, Lynch School of Education 

Robert S. Lay, M.S., University of Wisconsin-Madison 

Dean of Enrollment Management 

Mark S. Massa, S.J., Ph.D., Harvard University 

Dean, School of Theology and Ministry 



52 



The Boston College Graduate Catalog 2012-2013 



Administration and F acuity 



Larry W. McLaughlin, Ph.D., University of Alberta 

Vice Provost for Research 

David Quigley, Ph.D., New York University 

Dean, College and Graduate School of Arts and Sciences 

Vincent Rougeau, J.D., Harvard University 

Dean, Boston College Law School 

Thomas Wall, Ph.D., University of Pittsburgh 

University Librarian 

ASSISTANT AND ASSOCIATE DEANS 

Filippa Anzalone, J.D., Suffolk University Law School 

Associate Dean for Library and Technology Services, 

Boston College Law School 

John J. Burns, Ph.D., Yale University 

Associate Vice Provost for Undergraduate Academic Affairs 

Joseph Carroll, M.B.A., Suffolk University 

Associate Dean for Finance and Administration, 

College of Arts and Sciences 

Clare Dunsford, Ph.D., Boston University 

Associate Dean, College of Arts and Sciences 

Sveta Emery, M.B.A., Manchester Business School, England 

Associate Dean, Finance, Research, and Administration, 

Graduate School of Social Work 

Mary Fulton, M.B.A., Boston College 

Associate Dean for Finance, Research, and Administration, 

Lynch School of Education 

Candace Hetzner, Ph.D., Boston College 

Associate Dean, Academic Affairs, 

Graduate School of Arts and Sciences 

Robert Howe, M.B.A., Boston College 

Associate Dean for Admission and Administration, 

Graduate School of Arts and Sciences 

M. Katherine Hutchinson, Ph.D., University of Delaware 

Associate Dean, Connell Graduate School of Nursing 

Richard Keeley, M.A., Boston College 

Associate Dean, Carroll School of Management 

Gene McMahon, M.B.A., Boston College 

Associate Dean for Administration, Carroll School of Management 

William Petri, Ph.D., University of California, Berkeley 

Associate Dean, College of Arts and Sciences 

Catherine Read, Ph.D., University of Massachusetts, Lowell 

Associate Dean, Connell School of Nursing 

Jeffrey Ringuest, Ph.D., Clemson University 

Associate Dean, Carroll Graduate School of Management 

Elizabeth A. Rosselot, M.S., American University 

Registrar and Assistant Dean for Academic Affairs, 

Boston College Law School 

Teresa Schirmer, M.S.W., Boston University 

Associate Dean, Academic and Student Services, Graduate School of 

Social Work 

Anne Severo, B.S., University of California, Fresno 

Associate Dean, Finance and Administration, 

Connell School of Nursing 

Elizabeth Sparks, Ph.D., Boston College 

Associate Dean, Graduate Admissions and Financial Aid, 

Lynch School of Education 



John Stachniewicz, M.A., Tufts University 
Associate Dean, Finance and Administration, 
School of Theology and Ministry 
Thomas Walsh, Ph.D., Boston College 
Associate Dean, Graduate School of Social Work 

DIRECTORS IN ACADEMIC AREAS 
Maris Abbene, J.D., Boston College 
Assistant Dean, Career Services, Boston College Law School 
Suzanne Barrett, Ph.D., Brown University 
Director, Connors Family Learning Center 
Susan Coleman, M.S.W., Boston College 
Director, Field Education, Graduate School of Social Work 
Sharon Comvalius-Goddard, M.P.H., Hunter College 
Director, Pre-Award, Off ce for Sponsored Programs 
Paulette Durrett, M.S.W., LCSW, Boston College 
Assistant Dean, Students with Disabilities, 
Office of Student Development 

John E. Ebel, Ph.D., California Institute of Technology 
Director, Weston Observatory 
Stephen Erickson, Ph.D., Tufts University 
Director of Research Integrity and Compliance 
Thomas E. Hachey, Ph.D., St. John's University 
Executive Director of Irish Programs 
David E. Horn, M.S., University of Oregon 
Head Librarian, Archives and Manuscripts, Burns Library 
William C. Howard, Ph.D., Brandeis University 
Director of Enrollment Management and Admissions, 
Graduate School of Social Work 
Louise Lonabocker, Ph.D., Boston College 
Executive Director of Student Services 

Rita R. Long Owens, M.A., Virginia Polytechnic Institute 
and State University 

Executive Director of Academic Technology 
Vincent J. Lynch, D.S.W., Boston College 
Director of Continuing Education, Graduate School of Social Work 
John L. Mahoney, Jr., M.A.T., Boston College 
Director of Undergraduate Admission 
David J. McMenamin, Ph.D., Boston College 
Director of PULSE Program 
Vickie R. Monta, M.B.A., Regis University 
Executive Director, Academic Budget, Policy and Planning 
Nancy Netzer, Ph.D., Harvard University 
Director of McMullen Museum of Art 
Donald Ricciato, Ph.D., Boston College 
Director of the Campus School 

Akua Sarr, Ph.D., University of Wisconsin-Madison 
Director, Academic Advising Center 

Paul G. Schervish, Ph.D., University of Wisconsin-Madison 
Director of Center for Wealth and Philanthropy 
Tracey West, J.D., Georgetown University 
Assistant Dean for Students, Boston College Law School 
W. Jean Weyman, Ph.D., Boston College 
Director of Continuing Education, Connell School of Nursing 
Alan Wolfe, Ph.D., University of Pennsylvania 
Director of the Center for Religion and American Public Life 



The Boston College Graduate Catalog 2012-2013 



53 



Administration and F acuity 



Cynthia Young, Ph.D., Yale University 

Director, African and African Diaspora Studies Program 

Susan Zipkin, M.B.A., Boston University 

Director, Post Award Administration, Office for Sponsored Programs 

DIRECTORS IN UNIVERSITY AREAS 
George A. Arey, M.A. 
Director, Residential Life 
Kelli J. Armstrong, Ph.D. 
Associate Vice President for Institutional Research, 
Planning and Assessment 
Patricia A. Bando, M.A. 
Associate Vice President for Auxiliary Services 
John A. Berardi, B.S. 

Technology Director for Applications and Architecture Services, 
Information Technology Services 
Ben Birnbaum, M.Ed. 

Executive Director for Office of Marketing Communications and 
Special Assistant to the President 
John Bogdan, M.B.A. 
Director, Employment 
Michael G. Boughton, S.J., M.A. 
Director of Center for Ignatian Spirituality 
John D. Burke, M.B.A. 
Director of Budget 
John R. Burke, B.A. 
Director of Benefits 
Leo K. Chaharyn, B.A. 

Technology Director for Systems and Operations Management, 
Information Technology Services 
Paul J. Chebator, Ph.D. 
Dean, Student Development 
Mary C. Corcoran, M.Ed. 

Associate Vice President, Information Technology Assurance, 
Information Technology Services 
Eugene B. DeFilippo, Jr., M.Ed. 
Director of Athletics 
Terrence P. Devino, S.J., M.Div. 

Director of Manresa House and Special Assistant to the President 
Maria S. DiChiappari, B.A. 

Director of the Boston College Neighborhood Center 
Michael J. Driscoll, M.B.A. 
Controller 

John B. Dunn, M.S. 
Director for Office of News & Public Affairs 
Howard Enoch, Ph.D. 
Director of Robsham Theatre Arts Center 
Matthew Eynon, B.A. 
Associate Vice President for Capital Giving 
John A. Feudo, MA. 
Associate Vice President for Alumni Relations 
Erik P. Goldshmidt, Ph.D. 
Director, Church in the 21st Century Center 
Jessica Greene, Ph.D. 
Director of Institutional Research 
N. Gail Hall, M.S. 
Director of Environmental Health and Safety 



Theresa A. Harrigan, Ed.D. 
Director of the Career Center 
Joseph E. Harrington 

Director of Network Services 

Ann Harte, Ed.M. 

Director, Internal Audit 

Gina M. Harvey, B.F.A. 

Director of Space Planning 

Joseph Herlihy, J.D. 

University General Counsel 

Burton Howell, M.Ed. 

Director, Intersections Office 

Carole Hughes, M.Ed. 

Associate Dean and Director of Graduate Student life 

P. Michael Jednak, B.A. 

Director of Facilities Services 

Richard P. Jefferson, J.D. 

Executive Director for the Office of Institutional Diversity 

John M. King, M.P.A. 

Director of Public Safety and Chief of Boston College Police 

Barbara A. Krakowsky, M.Ed. 

Director of The Children's Center 

Terrence P. Leahy, M.S. 

Director of Engineering and Energy Management 

Theresa J. Lee, M.A. 

Executive Director, Annual Giving 

Jeanne Levesque, J.D. 

Director of Governmental Relations 

Robert J. Lewis, J.D. 

Associate Vice President for Human Resources 

Joseph P. Marchese, M.A. 

Director, First Year Experience 

Linda McCarthy, M.B.A. 

Technology Director for Student and Academic Systems, 

Information Technology Services 

Paul McGowan, M.B.A. 

Director of Procurement Services 

Thomas P. McGuinness, Ph.D. 

Associate Vice President for Student Affairs and Director of University 

Counseling Services 

Halley McLain, B.A. 

Director of Compensation 

William R. Mills, Jr., B.S. 

Director of Community Affairs 

Mary S. Nardone, Ph.D. 

Associate Vice President for long-Range Capital Projects 

Thomas I. Nary, M.D. 

Director of Health Services 

Katherine O'Dair, M.Ed. 

Director of Assessment and Staff Development, Student Affairs 

Sally Keeler O'Hare, B.A. 

Director of Annual Capital Projects 

Bernard R. O'Kane, M.Ed. 

Director of Employee Development 

Anthony Penna, M.Ed., M.Div. 

Director of Campus Ministry 



54 



The Boston College Graduate Catalog 2012-2013 



Administration and F acuity 



Henry A. Perry, B.S. 

Director for Office of Project Management, 

Information Technology Services 

Darrell Peterson, Ph.D. 

Director of Student Programs Office 

Elise T. Phillips, M.Ed. 

Director of Health Promotion 

Michael V. Pimental, M.B.A. 

Director of Administrative Program Review & 

Strategic Planning Services 

Daniel Ponsetto, M.Div. 

Director of Volunteer and Service Learning Center 

Thomas Rezendes, M.B.A. 

Director of Business, Planning and Project Services, 

Information Technology Services 

Brenda S. Ricard, Ph.D. 

Associate Vice President for Advancement Operations and Planning 

Linda J. Riley, B.S. 

Executive Director of Auxiliary Operations 

Michael A. Sacco, M.S. 

Director of the Center for Student Formation 

Ines M. Maturana Sendoya, M.Ed. 

Director of AHANA Student Programs 

John O. Tommaney, B.A. 

Director of Emergency Management and Preparedness 

Patricia A. Touzin, M.S.W. 

Director of Faculty/Staff Assistance Program 

Helen S. Wechsler, B.A. 

Director of Dining Services 

Richard M. Young, B.S. 

Director of Human Resources Service Center 

John J. Zona, Ph.D. 

Chief Investment Off cer and Associate Treasurer 



The Boston College Graduate Catalog 2012-2013 



55 



Academic Calendar 2012-2013 



Fall Semester 2012 



August 1 



Wednesday 



August 27 Monday 

August 27 Monday 

September 3 Monday 

September 4 Tuesday 

September 12 Wednesday 

September 12 Wednesday 

September 15 Saturday 



October 8 Monday 

November 8 Thursday 

November 2 1 Wednesday 

to to 

November 23 Friday 

November 26 Monday 

December 3 Monday 



December 13 Thursday 
to to 

December 20 Thursday 



Last date for master's and doctoral 
candidates to submit signed and 
approved copies of theses and 
dissertations for August 2012 
graduation 

Classes begin for all Law students 

Classes begin for first-year, full-time 
M.B.A. students only 

Labor Day — No classes 

Classes begin 

Last date for graduate students to 
drop/add online 

Last date for all students who plan to 
graduate in December 2012 to verify 
their diploma names online 

Mass at Fenway Park for the 
Sesquicentennial Year celebration. 
(This will substitute for the Mass of 
the Holy Spirit originally scheduled for 
September 13.) 

Columbus Day — No classes 

Graduate/CASU registration period for 
spring 2013 begins 

Thanksgiving Holidays 



Last date for official withdrawal from 
a course or from the University 

Last date for master's and doctoral 
candidates to submit signed and 
approved copies of theses and 
dissertations for December 2012 
graduation 

Term Examinations — Posted grades 
(non-Law) available online 



Spring Semester 2013 

January 14 Monday CI 

January 2 1 Monday 



asses begin 



January 23 
January 23 

March 4 
to 
March 8 

March 28 
to 
April 1 

April 2 



April 10 

April 15 
April 16 

May 1 



Wednesday 
Wednesday 

Monday 

to 

Friday 

Thursday 

to 

Monday 

Tuesday 



Wednesday 

Monday 
Tuesday 

Wednesday 



7 


Tuesday 




to 


14 


Tuesday 


20 


Monday 


24 


Friday 



Martin Luther King, Jr. Day 
— No classes 

Last date for graduate students to 
drop/add online 

Last date for all students who plan to 
graduate in May 2013 to verify 
their diploma names online 

Spring Vacation 



Easter Weekend — No classes on Holy 
Thursday and Good Friday. No classes 
on Easter Monday except for those 
beginning at 4:00 p.m. and later. 

Last date for master's and doctoral 
candidates to submit signed and 
approved copies of theses and 
dissertations for May 2013 
graduation 

Graduate/CASU registration period for 
fall and summer 2013 begins 

Patriot's Day — No classes 

Last date for official withdrawal from 
a course or from the University 

Last date for all students who plan to 
graduate in August 20 1 3 to verify their 
diploma names online 

Term Examinations — Posted grades 
(non-Law) available online 



Commencement 

Law School Commencement 



56 



The Boston College Graduate Catalog 2012-2013 



Directory and Office Locations 



Academic Advising Center 

Akua Sarr, Director Bourneuf House, 84 College Road 

Accounting 

Billy Soo, Chairperson Fulton 520 

Admission 

Undergraduate: John L. Mahoney, Jr., Director.... Devlin 208 

Graduate School of Arts and Sciences Gasson 108 

Carroll School of Management, 

Graduate Programs Fulton 315 

Connell School of Nursing, 

Graduate Programs Cushing 202 

Graduate School of Social Work McGuinn 221 

Law School Stuart M302 

Lynch School of Education, 

Graduate Programs Campion 135 

School of Theology and Ministry 9 Lake Street 

Woods College of Advancing Studies 

— Undergraduate and Graduate McGuinn 100 

Advancing Studies 

Rev. James P. Burns, Interim Dean McGuinn 100 

African and African Diaspora Studies 

Cynthia Young, Director Lyons 301 

AHANA 

Ines Maturana Sendoya, Director 72 College Road 

American Studies 

Carlo Rotella Carney 451 

Arts and Sciences 

David Quigley, Dean Gasson 103 

William Petri, Associate Dean — Seniors Gasson 109 

Michael Martin, 

Acting Associate Dean — Juniors Gasson 109 

Clare Dunsford, Associate Dean — Sophomores ... Gasson 109 

Akua Sarr, Associate Dean — Freshmen Gasson 109 

Candace Hetzner, Associate Dean 

— Graduate Arts and Sciences Gasson 108 

Biology 

Thomas Chiles, Chairperson Higgins 355 

Business Law 

Christine O'Brien, Chairperson Fulton 420 

Campus Ministry 

Fr. Tony Penna, Director McElroy 233 

Career Center 

Theresa Harrigan, Director Southwell Hall, 

38 Commonwealth Avenue 
Chemistry 

Amir Hoveyda, Chairperson Merkert 125 

Classical Studies 

Charles F. Ahern, Jr., Chairperson Carney 123 

Communication 

Lisa M. Cuklanz, Chairperson Maloney, Fifth Floor 

Computer Science 

Edward Sciore, Chairperson Maloney 559 

Connors Family Learning Center 

Suzanne Barrett, Director O'Neill 200 

Counseling Services 

Thomas P. McGuinness, 

Associate Vice President Gasson 001 



Earth and Environmental Sciences 

Gail Kineke, Chairperson Devlin 322A 

Economics 

Donald Cox, Chairperson Maloney 489 

Education, Lynch School of 

Maureen Kenny, Interim Dean Campion 101 

Audrey Friedman, Assistant Dean, 

Undergraduate Students Campion 118 

Mary Ellen Fulton, Associate Dean for Finance, 

Research, and Administration Campion 101 

Elizabeth Sparks, Associate Dean, 

Graduate Admission and Financial Aid Campion 135 

Office of Undergraduate Student Services Campion 104 

Office of Graduate Student Services Campion 135 

ERME (Educational Research, Measurement, and 

Evaluation) 

Larry Ludlow, Chairperson Campion 336C 

CDEP (Counseling, Developmental, & Educational 

Psychology) 

Brinton Lykes, Chairperson Campion 308 

ELHE (Educational Leadership and Higher Education) 

Ana Martinez- Aleman, Chairperson Campion 222 

TESECI (Teacher Education, Special Education, and 

Curriculum & Instruction) 

Alec Peck, Chairperson Campion 101 

English 

Suzanne Matson, Chairperson Carney 450 

Finance 

Hassan Tehranian, Chairperson Fulton 324C 

Fine Arts 

Jeffery W. Howe, Chairperson Devlin 430 

First Year Experience Programs 

Rev. Joseph P. Marchese, 

Director Brock House, 78 College Road 

German Studies 

Michael Resler, Chairperson Lyons 201 

History 

Robin Fleming, Chairperson Maloney 445 

Information Systems 

Robert G. Fichman, Chairperson Fulton 410A 

International Programs 

Richard Keeley, Interim Director Hovey House 106, 

258 Hammond Street 
International Studies 

Robert G. Murphy, Director Gasson 109 

Islamic Civilization and Societies 

Kathleen Bailey, Associate Director McGuinn 528 

Law School 

Vincent D. Rougeau, Dean Stuart M307 

Learning Resources for Student Athletes 

Dard Miller, Director Yawkey Athletic Center 409 

Management, Carroll School of 

Andrew Boynton, Dean Fulton 510 

Richard Keeley, Undergraduate Associate Dean ..Fulton 360A 

Jeffrey Ringuest, Graduate Associate Dean Fulton 320B 

Management and Organization 

Judith Gordon, Chairperson Fulton 430 



The Boston College Graduate Catalog 2012-2013 



57 



Directory and Office Locations 



Marketing 

Katherine Lemon, Chairperson Fulton 444 

Mathematics 

Solomon Friedberg, Chairperson Carney 317 

Music 

Michael Noone, Chairperson Lyons 416 

Nursing, Connell School of 

Susan Gennaro, Dean Cushing 203 

M. Katherine Hutchinson, 

Associate Dean, Graduate Programs Cushing 202 

Catherine Read, 

Associate Dean, Undergraduate Programs Cushing 202 

Operations Management 

Samuel Graves, Chairperson Fulton 354 

Philosophy 

Arthur Madigan, 

Chairperson Maloney, Third Floor 

Physics 

Michael Naughton, Chairperson Higgins 335 

Political Science 

Susan Shell, Chairperson McGuinn 231 

Psychology 

Ellen Winner, Chairperson McGuinn 343 

Residential Life 

George Arey, Director Maloney, Second Floor 

Romance Languages and Literatures 

Ourida Mostefai, Chairperson Lyons 302C 

School of Theology and Ministry 

Mark Massa, S.J., Dean 9 Lake Street 

Jennifer Bader, Associate Dean, 

Academic Affairs 9 Lake Street 

Slavic and Eastern Languages and Literatures 

Michael J. Connolly, Chairperson Lyons 210 

Social Work, Graduate School 

Alberto Godenzi, Dean McGuinn 132 

Sociology Department 

Sarah Babb, Chairperson McGuinn 426 

Student Development 

Paul Chebator, Dean Maloney 212 

Student Programs 

Jean Yoder, 

Associate Dean/Director Maloney, Second Floor 

Student Services 

Louise Lonabocker, Executive Director Lyons 101 

Summer Session 

Rev. James P. Burns, Interim Dean McGuinn 100 

Theatre 

Scott Cummings, Chairperson Robsham Theater 

Theology 

Catherine Cornille, 

Chairperson Maloney, Third Floor 

University Librarian 

Thomas Wall O'Neill Library 410 

Volunteer and Service Learning Center 

Daniel Ponsetto, Director McElroy Commons 114 



58 The Boston College Graduate Catalog 2012-2013 



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59